View in EDS HTML Full Text PDF Full Text

Parents' Perceptions of Preschool Activities: Exploring Outdoor Play

Saved in:
Bibliographic Details
Title: Parents' Perceptions of Preschool Activities: Exploring Outdoor Play
Language: English
Authors: Jayasuriya, Avanthi, Williams, Marcia, Edwards, Todd, Tandon, Pooja
Source: Early Education and Development. 2016 27(7):1004-1017.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 14
Publication Date: 2016
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Preschool Education
Early Childhood Education
Descriptors: Play, Preschool Children, Child Development, Barriers, Leisure Time, Child Care, Parent Attitudes, Parent Role, Child Caregivers, Surveys, Individual Characteristics, Parent Teacher Cooperation, Preschool Education
Geographic Terms: Washington (Seattle)
DOI: 10.1080/10409289.2016.1156989
ISSN: 1040-9289
Abstract: Research Findings: Outdoor play is important for children's health and development, yet many preschool-age children in child care settings do not receive the recommended 60 min/day of outdoor play. Child care providers have previously described parent-related barriers to increasing outdoor playtime, including parents not providing appropriate clothing for their children and parents' preference for academics over active play. This study explored parent perceptions and knowledge of outdoor playtime in child care environments. On average, parents reported wanting their child to spend significantly more time playing outside during a full day of child care than the recommended minimum. However, more than half of parents reported that they did not know how much time their child actually spent playing outside, and 43% reported that they did not know their child care center's outdoor play policies. Practice or Policy: Child care providers may overperceive parent-related barriers to outdoor play. Parents generally support outdoor play for their preschooler during center-based child care but are not well informed about outdoor playtime and policies. Encouraging communication between parents and early childhood educators about these topics could lead to more universal support and strategies for promoting outdoor and active play opportunities for children, which are important for children's health and development.
Abstractor: As Provided
Number of References: 39
Entry Date: 2016
Accession Number: EJ1114989
Database: ERIC
Full text is not displayed to guests.
FullText Links:
  – Type: pdflink
    Url: https://content.ebscohost.com/cds/retrieve?content=AQICAHj0k_4E0hTGH8RJwT4gCJyBsGNe_WN95AvKlDbXJGqwxwFNdAt1ODLQ9xcuq51y5H7iAAAA4zCB4AYJKoZIhvcNAQcGoIHSMIHPAgEAMIHJBgkqhkiG9w0BBwEwHgYJYIZIAWUDBAEuMBEEDH9bN1zGKqLGBOfWSQIBEICBm-1wrc6-bYjfGKqG9dYu7m4LKqMVOZd5mYoir3_gX0zRXKwWoH3vN7H0kEUjFHK3aSys6hQPVoD-A5x54jrtMrKnG5bvDdbbbyqmkFV3DULY1ap2t1zHc8R2hCAUNeo1N4uR_V9izd23xeU4K4fGGplfUZipkjEqLNF4B2CBllw4kiENE1nPWPKy1fj3DgVyz_BtfZvqc1nTPwDc
Text:
  Availability: 1
  Value: <anid>AN0118329682;h4j01oct.16;2019Feb27.13:16;v2.2.500</anid> <title id="AN0118329682-1">Parents’ Perceptions of Preschool Activities: Exploring Outdoor Play. </title> <p>Research Findings: Outdoor play is important for children's health and development, yet many preschool-age children in child care settings do not receive the recommended 60 min/day of outdoor play. Child care providers have previously described parent-related barriers to increasing outdoor playtime, including parents not providing appropriate clothing for their children and parents' preference for academics over active play. This study explored parent perceptions and knowledge of outdoor playtime in child care environments. On average, parents reported wanting their child to spend significantly more time playing outside during a full day of child care than the recommended minimum. However, more than half of parents reported that they did not know how much time their child actually spent playing outside, and 43% reported that they did not know their child care center's outdoor play policies. Practice or Policy: Child care providers may overperceive parent-related barriers to outdoor play. Parents generally support outdoor play for their preschooler during center-based child care but are not well informed about outdoor playtime and policies. Encouraging communication between parents and early childhood educators about these topics could lead to more universal support and strategies for promoting outdoor and active play opportunities for children, which are important for children's health and development.</p> <p>Physical activity is beneficial for children's health, including for obesity and chronic disease prevention (Biddle, Gorely, & Stensel, [<reflink idref="bib4" id="ref1">4</reflink>]; Flynn et al., [<reflink idref="bib14" id="ref2">14</reflink>]), but also is important for various aspects of their cognition, learning, and well-being (Becker, McClelland, Loprinzi, & Trost, [<reflink idref="bib3" id="ref3">3</reflink>]; Biddle et al., [<reflink idref="bib4" id="ref4">4</reflink>]; Flynn et al., [<reflink idref="bib14" id="ref5">14</reflink>]; Janssen & Leblanc, [<reflink idref="bib19" id="ref6">19</reflink>]; Lees & Hopkins, [<reflink idref="bib22" id="ref7">22</reflink>]; Palmer, Miller, & Robinson, [<reflink idref="bib29" id="ref8">29</reflink>]). Outdoor playtime in particular is one of the strongest and most consistent correlates of physical activity in young children, as children play more vigorously when outdoors compared to indoors (Dolinsky, Brouwer, Evenson, Siega-Riz, & Ostbye, [<reflink idref="bib12" id="ref9">12</reflink>]; Sallis, Prochaska, & Taylor, [<reflink idref="bib32" id="ref10">32</reflink>]; Tandon, Saelens, Zhou, Kerr, & Christakis, [<reflink idref="bib37" id="ref11">37</reflink>]). Outdoor play also fosters social-emotional and cognitive development through exposure to nature, activities that engage problem-solving skills and creativity, and unique opportunities for imaginative group and free play (Harte, [<reflink idref="bib16" id="ref12">16</reflink>]; National Association of Early Childhood Specialists in State Departments of Education, [<reflink idref="bib25" id="ref13">25</reflink>]). Despite these benefits and recommendations for daily outdoor playtime (American Academy of Pediatrics, Council on Sports Medicine and Fitness and Council on School Health, [<reflink idref="bib2" id="ref14">2</reflink>]), nearly half of all U.S. preschool-age children do not receive at least one opportunity for parent-supervised outdoor play per day (Tandon, Zhou, & Christakis, [<reflink idref="bib38" id="ref15">38</reflink>]). Because the majority of U.S. children younger than the age of 5 spend on average more than 30 hr per week at out-of-home child care facilities, those early learning settings become critical for providing outdoor play and physical activity opportunities (Laughlin, [<reflink idref="bib21" id="ref16">21</reflink>]).</p> <p>According to the third edition of <emph>Caring for Our Children: National Health and Safety Performance Standards; Guidelines for Early Care and Education Programs</emph>, children attending child care centers should have a minimum of 60 min and multiple opportunities for outdoor play each day (American Academy of Pediatrics, American Public Health Association, & National Resource Center for Health and Safety in Child Care and Early Education, [<reflink idref="bib1" id="ref17">1</reflink>]). The guidelines also include weather and clothing recommendations to support daily outdoor play. However, one study of Head Start centers reported that children spent an average of 36 min per day playing outdoors (Marino, Fletcher, Whitaker, & Anderson, [<reflink idref="bib23" id="ref18">23</reflink>]). Another study of licensed child care centers found that preschoolers received an average of 33 min per day of outdoor playtime (Tandon, Saelens, & Christakis, [<reflink idref="bib36" id="ref19">36</reflink>]). Compared to those in half-day programs, children enrolled in full-day center-based programs spend less time daily in physically active play, suggesting that child care programs may not be providing sufficient active play opportunities (O'Dwyer et al., [<reflink idref="bib28" id="ref20">28</reflink>]). Although the positive relationship between physical activity and cognition has been demonstrated in both school-age children (Committee on Physical Activity and Physical Education in the School Environment, Food and Nutrition Board, and Institute of Medicine) and preschoolers (Carson et al., [<reflink idref="bib7" id="ref21">7</reflink>]), outdoor play may not be prioritized as a fundamental learning opportunity. However, the field is beginning to acknowledge emerging research in support of outdoor play as a unique and important developmental opportunity for young children (National Association for the Education of Young Children, [<reflink idref="bib24" id="ref22">24</reflink>]).</p> <p>Surveys of child care providers have identified barriers to increasing outdoor play in child care centers, including parents not providing appropriate clothing for playing outdoors (Copeland, Sherman, Kendeigh, Saelens, & Kalkwarf, [<reflink idref="bib11" id="ref23">11</reflink>]), parental preference for children to be inside learning, and societal concerns about potential injuries (Copeland, Sherman, Kendeigh, Kalkwarf, & Saelens, [<reflink idref="bib10" id="ref24">10</reflink>]). Furthermore, one study found that parents overestimated the amount of time they thought their preschooler spent engaged in daily physical activity (Irwin, He, Bouck, Tucker, & Pollett, [<reflink idref="bib18" id="ref25">18</reflink>]). Other studies of school-age children have reported that both children and parents consider any school-related activity to be healthy because school is perceived as a healthy place (Hesketh, Waters, Green, Salmon, & Williams, [<reflink idref="bib17" id="ref26">17</reflink>]; Patino-Fernandez, Hernandez, Villa, & Delamater, [<reflink idref="bib30" id="ref27">30</reflink>]). These studies suggest that parents may not engage in efforts to promote outdoor play in child care settings for a few reasons: (a) They do not have a clear understanding of their child's activities at child care, (b) they assume that child care activities are healthful and are following best practices, and/or (c) they are not aware of the health and cognitive benefits of active play (Copeland et al., [<reflink idref="bib11" id="ref28">11</reflink>]; J. P. O'Connor & Temple, [<reflink idref="bib26" id="ref29">26</reflink>]). Strategies to overcome parent-related barriers to improving young children's early development include forms of parent engagement that Sheridan, Knoche, Kupzyk, Edwards, and Marvin ([<reflink idref="bib34" id="ref30">34</reflink>]) described as "behaviors that connect with and support children or others in their environment in ways that are interactive, purposeful, and directed toward meaningful learning and affective outcomes" (p. 2). As previous studies have primarily focused on the perspectives of child care providers, the purpose of this study was to evaluate parents' perceptions and knowledge of the role of outdoor play in their child's child care center to better inform parent engagement in strategies to promote outdoor play and physical activity in early learning settings.</p> <hd id="AN0118329682-2">Methods</hd> <p>This was a descriptive exploratory study that used a convenience sample to gather information regarding parents' views of their child's activities while attending center-based child care. The study included a cross-sectional self-report survey of open- and closed-ended questions. A copy of the survey can be found in the Appendix. This study was considered exempt by the university institutional review board.</p> <p>Study participants consisted of primary caregivers of children, ages 3 through 5 years, enrolled in prekindergarten licensed child care centers (referred to as "centers"). Primary caregivers younger than 18 years of age and those who did not self-identify as the primary caregiver were excluded. Given that more than 90% of respondents were mothers and fathers, the survey respondents are referred to as "parents" in order to avoid confusion between primary caregivers and child care center caregivers. If a parent had more than one preschool-age child enrolled at the center, only one survey was completed. Non-English-speaking parents were excluded from the study. Survey answers were collected anonymously.</p> <p>The study was conducted in 12 licensed centers in the greater Seattle area. The communities in which the centers were located varied in terms of income and race/ethnicity. The median income of the communities ranged from $43,263 to $98,604 (U.S. Census Bureau, [<reflink idref="bib39" id="ref31">39</reflink>]). Each center had two to three classrooms of about 20 children per classroom, and all of them had an outdoor play area with play equipment. All centers had policies for outdoor play communicated to parents through newsletters and center handbooks distributed at orientation. The centers had similar outdoor play schedules posted in the centers with a minimum of one 30-min session in the morning and one 30-min session in the afternoon.</p> <p>Study participants were recruited through one of three methods: (a) in-person, on-site communication between researcher and parent; (b) center distribution of survey; or (c) electronic distribution of survey. The method of recruitment was determined by the preference of the center director. The survey instrument was informed by previous research, survey methodology text, and our input. The survey was piloted with parents of preschool-age children, and the final instrument included (a) parent and child characteristics, (b) parents' perceptions of the value of outside playtime relative to other center activities, (c) open-ended questions about parents' knowledge of center active play policies, (d) parents' perceptions of potential barriers to outdoor play at child care, and (e) parents' experience of discussions with child care providers about outdoor playtime.</p> <p>Data analysis included computing frequencies, means, and standard deviations of responses to all survey questions and demographic characteristics. A two-sided, one-sample <emph>t</emph> test was used to compare the mean of parents' reported ideal daily amount of outdoor play relative to the recommended 60 min of outdoor play.</p> <p>Short responses to open-ended questions included in the survey were analyzed using a qualitative content analysis approach. Using keywords, we coded and counted responses. Primary coding was completed by one researcher and confirmed by the remaining authors. Any differences were reconciled through consensus. These results were used to contextualize the survey responses. An a priori list of keywords derived from a review of prior literature was used for coding.</p> <hd id="AN0118329682-3">Results</hd> <p></p> <hd id="AN0118329682-4">Participant Characteristics</hd> <p>The survey was completed by 98 respondents. Of the 98 respondents, 25 responded by center-distributed mail-in paper surveys, two responded by electronic flyer distribution, and 71 responded by the direct researcher approach. Each participating center had eight to 10 respondents, and results did not vary by center. The response rate among potential respondents approached directly by the researcher was 83%, with 17 potential respondents declining to participate. The characteristics of the study participants and their children are shown in Table 1. The sample, which is referred to as "parents," was composed of biological mothers, fathers, grandparents, siblings, and a foster parent. Parents ranged in age from 18 to 54, with a median age of 33 years. Children ranged in age from 3.0 to 5.9 years. Parents reported that their child played outside at home for an average of 81 min (<emph>SD</emph> = 77) on days the child attended child care and 151 min (<emph>SD</emph> = 110) on days the child did not attend child care.</p> <p>Table 1. Characteristics of Participants (N = 98).</p> <p> <ephtml> <table><thead><tr><td><italic>Characteristic</italic></td><td><italic>Value</italic></td></tr></thead><tbody><tr><td>Parent characteristics</td><td /></tr><tr><td>Age in years, <italic>M</italic> (<italic>SD</italic>)</td><td>33.8 (8.0)</td></tr><tr><td>Caregiver relationship, <italic>n</italic> (%)</td><td /></tr><tr><td>Mother</td><td>81 (82.7)</td></tr><tr><td>Father</td><td>10 (10.2)</td></tr><tr><td>Grandparent</td><td>3 (3.1)</td></tr><tr><td>Other</td><td>2 (2.0)</td></tr><tr><td>Missing</td><td>2 (2.0)</td></tr><tr><td>Caregiver race/ethnicity, <italic>n</italic> (%)</td><td /></tr><tr><td>Non-Hispanic White</td><td>46 (46.9)</td></tr><tr><td>African American</td><td>18 (18.4)</td></tr><tr><td>Hispanic/Latino</td><td>14 (14.3)</td></tr><tr><td>Asian/Pacific Islander</td><td>8 (8.1)</td></tr><tr><td>American Indian/Alaska Native</td><td>4 (4.1)</td></tr><tr><td>Other</td><td>4 (4.1)</td></tr><tr><td>Prefer not to answer/missing</td><td>4 (4.1)</td></tr><tr><td>Caregiver education, <italic>n</italic> (%)</td><td /></tr><tr><td>Less than high school</td><td>4 (4.1)</td></tr><tr><td>High school/GED</td><td>18 (18.4)</td></tr><tr><td>Some college</td><td>33 (33.7)</td></tr><tr><td>College graduate</td><td>28 (28.6)</td></tr><tr><td>Graduate or professional degree</td><td>13 (13.2)</td></tr><tr><td>Missing</td><td>2 (2.0)</td></tr><tr><td>Child characteristics</td><td /></tr><tr><td>Age in years, <italic>M</italic> (<italic>SD</italic>)</td><td>4.26 (8.9 months)</td></tr><tr><td>Child gender, <italic>n</italic> (%)</td><td /></tr><tr><td>Female</td><td>52 (53.0)</td></tr><tr><td>Male</td><td>43 (43.9)</td></tr><tr><td>Missing</td><td>3 (3.1)</td></tr><tr><td>School enrollment, <italic>n</italic> (%)</td><td /></tr><tr><td>Full day<sup>a</sup></td><td>69 (70.4)</td></tr><tr><td>Half day</td><td>26 (26.5)</td></tr><tr><td>Missing</td><td>3 (3.1)</td></tr></tbody></table> </ephtml> </p> <ulist> <item>4 <emph>Note</emph>. GED = general equivalency diploma.</item> <item>5 <sups>a</sups>Defined as more than 4 hr per day spent in a center-based setting.</item> </ulist> <hd id="AN0118329682-5">The Importance of Activities and Reported Outdoor Playtime</hd> <p>Table 2 shows the parents' responses to the survey questions regarding the importance of different preschool activities (a) in general and (b) with regard to kindergarten readiness. Learning ABCs and numbers had the highest average score on both scales. Outside play ranked fifth relative to general importance and fourth relative to kindergarten readiness.</p> <p>Table 2. Parent Perspectives on the Importance of Activities in Center-Based Child Care in General and for Kindergarten Readiness (N = 98).</p> <p> <ephtml> <table><thead><tr><td /><td><italic>In General</italic></td><td><italic>For Kindergarten Readiness</italic></td></tr><tr><td><italic>Activity</italic></td><td>M (SD)</td><td>M (SD)</td></tr></thead><tbody><tr><td>Learning ABCs and numbers</td><td>4.74 (0.69)</td><td>4.93 (0.33)</td></tr><tr><td>Story time</td><td>4.29 (0.72)</td><td>4.31 (0.73)</td></tr><tr><td>Science</td><td>4.23 (0.76)</td><td>4.24 (0.78)</td></tr><tr><td>Lunchtime/snack time</td><td>4.22 (0.92)</td><td>3.88 (1.08)</td></tr><tr><td>Outside playtime</td><td>4.19 (0.74)</td><td>4.14 (0.82)</td></tr><tr><td>Music</td><td>4.08 (0.79)</td><td>3.95 (0.84)</td></tr><tr><td>Make-believe play</td><td>4.08 (0.83)</td><td>3.89 (0.98)</td></tr><tr><td>Arts and crafts</td><td>3.93 (0.78)</td><td>3.95 (0.94)</td></tr><tr><td>Inside playtime</td><td>3.71 (0.93)</td><td>3.70 (0.97)</td></tr><tr><td>Naptime</td><td>3.57 (1.20)</td><td>3.04 (1.17)</td></tr></tbody></table> </ephtml> </p> <p>6 <emph>Note</emph>. Activities were rated on a scale from 1 to 5 (1 = <emph>least important</emph> and 5 = <emph>most important</emph>).</p> <p>In response to the statement "I think outside playtime is an important learning activity at school," 87% of parents agreed or strongly agreed. In response to the statement "Active outdoor playtime helps my child get ready for kindergarten," 82% of parents agreed or strongly agreed. In response to the statement "I think story time, ABC's, numbers and science are more important for my child than going outside to play," 32% of parents agreed or strongly agreed compared to 32% who disagreed or strongly disagreed and 36% who neither agreed nor disagreed.</p> <p>Figure 1 displays the distribution of parents' reported ideal amount of outdoor playtime for a full day at the center. The majority of parents (65%) reported wanting their child to spend more than 60 min playing outside compared to 35% of parents who reported wanting their child to spend 60 min or less playing outside. The mean amount of time that parents reported wanting their child to spend in outdoor playtime during a full day of child care was 99 min (95% confidence interval [<reflink idref="bib90" id="ref32">90</reflink>, 108]). Compared to the recommendation of 60 min of daily outdoor playtime, parents wanted significantly more time at child care (<emph>p</emph> < .0001).</p> <p>Graph: Figure 1. Parent reported ideal amount of outdoor playtime.</p> <p>When parents were asked to report how much time their child currently spent playing outside at the center, 62% responded "don't know." The average time reported by parents who reported that they did know was 65 min (<emph>SD</emph> = 32) per day.</p> <hd id="AN0118329682-6">Parent-Reported Perceptions of Barriers to Outdoor Playtime</hd> <p>In response to statements about weather as a potential barrier to outdoor play, most parents disagreed or strongly disagreed with the statement that their child should not play outside in the rain (68%), in the snow (68%), or in cold temperatures (72%), whereas 18% of parents agreed or strongly agreed that their child should not play outside in the rain, in the snow (11%), or in cold temperatures (8%). Other potential barriers that parents were asked to rate included their child's illness, being too rushed in the morning to prepare weather-appropriate clothing, and being worried that their child might be hurt while playing. Half of parents reported agreement with not allowing their child to play outside when sick (50%), although a quarter of parents reported that they would let their child play outside when sick (26%). Few parents reported that they felt too rushed in the morning to get their child's outdoor clothes ready (6%) or were worried about their child getting hurt playing outside (9%).</p> <hd id="AN0118329682-7">Parent Knowledge of Child Care Center Outdoor Play Policy</hd> <p>Table 3 displays parents' responses to questions regarding their child care center's policies for outdoor play. When asked whether their center had an outdoor play policy, 40% of parents responded "not sure." The 56% parents who responded that they knew that their center had a policy reported that they knew the center's specific policy in the following areas: amount of time spent outside (60%), weather requirements (40%), clothing requirements (33%).</p> <p>Table 3. Parent Knowledge and Communication With Staff About Outdoor Play Policies.</p> <p> <ephtml> <table><thead><tr><td><italic>Response Item</italic></td><td><italic>Yes</italic> n <italic>(%)</italic></td><td><italic>Not Sure</italic> n <italic>(%)</italic></td><td><italic>No</italic> n <italic>(%)</italic></td></tr></thead><tbody><tr><td>Parent knows ...</td><td /><td /><td /></tr><tr><td>the school has a policy for outdoor play (<italic>N</italic> = 98)</td><td>55 (56.1)</td><td>39 (39.8%)</td><td>3 (3.1)</td></tr><tr><td>the school has a policy for time spent outside (<italic>N</italic> = 55)</td><td>33 (60)</td><td>18 (32.7)</td><td>3 (5.5)</td></tr><tr><td>the school has a policy for weather (<italic>N</italic> = 55)</td><td>39 (70.9)</td><td>12 (21.8)</td><td>2 (3.6)</td></tr><tr><td>the school has a policy for clothing (<italic>N</italic> = 55)</td><td>32 (58.2)</td><td>15 (27.3)</td><td>5 (9.1)</td></tr><tr><td>Communication</td><td /><td /><td /></tr><tr><td>Parent talked with staff (<italic>N</italic> = 98)</td><td>19 (19.4)</td><td>0 (0)</td><td>78 (79.6)</td></tr><tr><td>Staff talked with parent (<italic>N</italic> = 98)</td><td>23 (23.5)</td><td>0 (0)</td><td>74 (75.5)</td></tr></tbody></table> </ephtml> </p> <p>Parents were given an open-ended question to describe what they knew about the specific outdoor policy areas, and results of a content analysis are summarized here. Of the 28 parents who responded to the open-ended question about knowledge of time spent outside, 46% reported an amount of time in minutes (range = 15–90 min). Typical responses included "depending on the weather 15–30 minutes" and "I believe it's 30 minutes outside and 30 minutes indoor activities."</p> <p>Of the 36 parents who responded to the open-ended question about the center's weather policy, 72% reported knowing that outdoor play is dependent on weather conditions. Of these, 58% cited some form of rain as part of the school policy for outdoor play, 38% reported cold temperatures, 8% reported hot temperatures, and 8% reported snow. Typical responses included "switches to inside if it's currently raining" and "will not go out if too hot or cold."</p> <p>Of the 29 parents who responded to the open-ended questions about the clothing policy, 55% reported that some form of weather-appropriate clothing is required by the center. Of the 29 parents, 41% reported that the center requires parents to provide specific clothing items such as hats, gloves, jackets, and waterproof shoes, and 31% reported that parents are to provide extra clothing for the child for either layering or changing if the child gets dirty or wet. Typical responses included "if cold must wear jackets and hats etc." and "wear weather approved clothing."</p> <hd id="AN0118329682-8">Communication Between Parents and Staff</hd> <p>Table 3 displays responses to the questions regarding parent communication with center staff about outdoor playtime. Most parents (81%) said that they did not approach center staff to discuss outdoor play. Among the 19% of parents who reported that they had initiated communication with staff about outdoor play, weather was the most cited reason for talking with staff. Weather topics included conflicting statements of parents asking child care providers not to take their child outside in the rain and asking that their child be taken outside despite the rain. Typical responses included "just to ask her to make sure my child wears gloves when cold" and "I don't allow my child to play outside when it's cold, rainy, etc."</p> <p>Parents who reported that center staff initiated conversation with them about outdoor play reported being reminded by staff to bring weather- and outdoor-appropriate clothing. Typical responses included "they wanted to make sure the kids were dressed right" and "they always remind us of weather changes and go over special activities."</p> <hd id="AN0118329682-9">Discussion</hd> <p>This study found that although parents place importance on academics for their preschooler, they also value and want more outdoor time than the 60 min per day that is the minimum recommendation and is typically written into the schedule at many centers (Marino et al., [<reflink idref="bib23" id="ref33">23</reflink>]; American Academy of Pediatrics (AAP), American Public Health Association (APHA), & National Resource Center for Health and Safety in Child Care and Early Education (NRC), 2011). The 60 min per day outdoor time recommendation comes from best practices recommendations for child care settings from various expert groups (American Academy of Pediatrics, Council on Sports Medicine and Fitness and Council on School Health, [<reflink idref="bib2" id="ref34">2</reflink>]; AAP et al., 2011). This time recommendation is extrapolated from the considerable evidence among school-age children that at least 60 min/day of physical activity is important for beneficial health and behavioral outcomes (Strong et al., [<reflink idref="bib35" id="ref35">35</reflink>]). Given the numerous benefits of physically active and inactive outdoor time, it is reassuring that we found parents to be in agreement with the expert recommendations.</p> <p>The remaining findings point to areas in which parents could be better engaged to help promote outdoor playtime in early learning settings, which is important for children's health, development, and well-being. These areas include addressing parents' knowledge of how much time their child actually spends playing outside at their center, a finding that is consistent with a prior study that found that parents are unable to accurately report the amount of time their child spends outside (Lau, Engelen, & Bundy, [<reflink idref="bib20" id="ref36">20</reflink>]). Many parents did not know whether their child's center had a policy for outdoor play. Among parents who knew that the school had an outdoor policy, many parents did not know the components of the policy relative to the amount of time spent outdoors, clothing requirements, and weather conditions. There was also very little dialogue initiated by parents or staff around the topic of outdoor play. The gaps in communication and parent engagement in the centers' outdoor time practices may be leading to decreased opportunities for outdoor play. For example, if parents are not informed about how much time a child will spend outdoors, that he or she goes outside even during precipitation, or that it is a priority at child care, they may not place as much emphasis on dressing the children appropriately. Conversely, if child care providers are not aware that parents actually value outdoor play, they may deemphasize it compared to academic or other activities.</p> <p>Only a minority of parents reported that they did not want their child to play outside in less favorable weather or that they did not have time in the morning to dress their child appropriately for the weather. Although most parents in this study did not view weather conditions as barriers to outdoor play, child care providers have previously reported that even a few parents who do not support outdoor play in light rain or cold temperatures may hinder entire classrooms from going outside. They have also reported that a single child without weather-appropriate clothing could conceivably prevent an entire classroom from going outside (Copeland, Kendeigh, Saelens, Kalkwarf, & Sherman, [<reflink idref="bib9" id="ref37">9</reflink>]). Although the parent responses in the current study challenge previously reported child care provider perspectives, it is possible that even the minority of parents who feel differently could create challenges for child care staff. The Copeland et al. (2009) study concluded that parents may need to be better educated regarding the benefits of active play for their child's development to encourage them to dress their child suitably for outdoor play. As one Australian study concluded, in addition to emphasizing national guidelines, educating parents and caregivers about the importance of active play for preschool children is the best strategy to promote and increase play opportunities (Dwyer, Higgs, Hardy, & Baur, [<reflink idref="bib13" id="ref38">13</reflink>]).</p> <p>Our study shows that parents do consider outdoor play an important part of their child's time at child care but are not engaged in conversations about this with teachers and staff. Previous studies of parents have shown that when selecting early childhood experiences for their children, parents value confining activities and compliance with adult expectations, while they define play as for fun or amusement (Carlson & Stenmalm-Sjoblom, [<reflink idref="bib6" id="ref39">6</reflink>]; Rothlein & Brett, [<reflink idref="bib31" id="ref40">31</reflink>]). This is compared to teachers who also value play for cognitive and social development (Rothlein & Brett, [<reflink idref="bib31" id="ref41">31</reflink>]). A recent systematic review highlighted the benefit physical activity has on cognitive development during early childhood and supported the need to consider outdoor and physically active play areas as important for learning (Carson et al., [<reflink idref="bib7" id="ref42">7</reflink>]). Dialogue between child care providers and parents around the multitude of physical, social, and cognitive benefits of outdoor play opportunities could increase both groups' value for active play. Child care providers can discuss the benefits for attention, affiliation, and affect in a way similar to recommendations given to pediatricians for effective communication with parents about the benefits of outdoor play (Burdette & Whitaker, [<reflink idref="bib5" id="ref43">5</reflink>]). Forms of parent engagement could include more comprehensive written and/or posted information alongside conversations during parent–provider meetings or during child drop-off and pick-up. More broadly, strategies that further include parents in their preschooler's daily activities, both indoors and outdoors, have the potential to support the parent–child bond and foster continued positive behaviors even outside of the child care setting. For example, hearing about how much time their child spends outdoors at child care or about how their preschooler learned to put on protective rain gear could influence practices and behaviors at home. To our knowledge, no other studies have explored parent perceptions of outdoor play in early learning settings. Several studies have focused on teacher and provider perspectives and have concluded that early childhood care providers support the need for outdoor active play to facilitate learning (Copeland, Kendeigh, et al., [<reflink idref="bib9" id="ref44">9</reflink>]; Copeland et al., [<reflink idref="bib11" id="ref45">11</reflink>]; Gehris, Gooze, & Whitaker, [<reflink idref="bib15" id="ref46">15</reflink>]). The results of this study indicate that parents also support outdoor play, although parents and child care providers may not be actively communicating with one another about this topic. Increasing parents' knowledge of their child's outdoor time may help increase support for outdoor playtime at centers. This has been demonstrated by studies showing that parenting style and engagement in preschool children's activities positively increases a child's physical activity levels (T. M. O'Connor et al., [<reflink idref="bib27" id="ref47">27</reflink>]; Schary, Cardinal, & Loprinzi, [<reflink idref="bib33" id="ref48">33</reflink>]).</p> <p>There are several limitations to this study. The small convenience sample precludes generalization of the study findings to a broader population. This sample consisted of predominantly Caucasian, highly educated, and only English-speaking participants, which excludes a potentially important cultural or socioeconomic influence on parent perceptions of outdoor play. In addition, the perceptions of parents may not be accurately reported through a written self-report survey. Although parents reported that they wanted their child to have more outdoor playtime than recommended, parent reporting may be inaccurate, and it is possible that they would have reported the same when asked about how much time their child would ideally spend learning ABCs, numbers, and other activities. Parents may overreport the amount of time that should be spent on all activities. A comparison of reported ideal times for other activities is needed to know whether the reported time for outdoor play is realistic. This limitation could be addressed in future studies by including comparison activities and qualitative interviews for greater depth in responses. In addition, direct measures of outdoor playtime and physical activity levels are needed in order to accurately assess time spent in outdoor active play. Finally, the question of what dose of outdoor time is sufficient to achieve optimal benefits in terms of health and other domains, including the nuances of active versus inactive time, needs to be better understood.</p> <hd id="AN0118329682-10">Conclusion</hd> <p>This study has potential implications for early childhood educators and others interested in promoting outdoor play opportunities for preschoolers. Current research indicates that early childhood care providers experience parent-related barriers to outdoor play but are interested in receiving training to expand outdoor play and increase opportunities for physically active learning (Copeland et al., [<reflink idref="bib11" id="ref49">11</reflink>]; Gehris et al., [<reflink idref="bib15" id="ref50">15</reflink>]). However, child care providers' perceptions of parent barriers may be overemphasized, as most parents in this study generally did not endorse the obstacles described by child care providers in previous studies. Parents' limited knowledge about the amount of time their child spends outside and the outdoor clothing and weather policies of their child's center suggests the need for more effective communication and engagement between staff and parents. For the providers and parents who do advocate concerns about outdoor play, additional research and dissemination of information about the importance of these activities for children's health and development is necessary. Encouraging communication among parents and early childhood educators about these topics could lead to more universal support and strategies for promoting outdoor and active opportunities for children, which are important for children's health and development.</p> <hd id="AN0118329682-11">Appendix</hd> <p>Parent Self-Report Survey</p> <p>Graph</p> <p>Graph</p> <p>Graph</p> <p>Graph</p> <ref id="AN0118329682-12"> <title> Footnotes </title> <blist> <bibl id="bib1" idref="ref17" type="bt">1</bibl> <bibtext> Color versions of one or more of the figures in the article can be found online at <ulink href="http://www.tandfonline.com/HEED">www.tandfonline.com/HEED</ulink>.</bibtext> </blist> </ref> <ref id="AN0118329682-13"> <title> References </title> <blist> <bibtext> American Academy of Pediatrics, American Public Health Association, & National Resource Center for Health and Safety in Child Care and Early Education. (2011). Caring for our children: National health and safety performance standards; Guidelines for early care and education programs (3rd ed.). Elk Grove Village, IL: American Academy of Pediatrics; Washington, DC: American Public Health Association.</bibtext> </blist> <blist> <bibl id="bib2" idref="ref14" type="bt">2</bibl> <bibtext> American Academy of Pediatrics, Council on Sports Medicine and Fitness and Council on School Health. (2006). Active healthy living: Prevention of childhood obesity through increased physical activity. Pediatrics, 117(5), 1834–1842. doi:10.1542/peds.2006-0472</bibtext> </blist> <blist> <bibl id="bib3" idref="ref3" type="bt">3</bibl> <bibtext> Becker, D. R., McClelland, M. M., Loprinzi, P., & Trost, S. G. (2014). Physical activity, self-regulation, and early academic achievement in preschool children. Early Education & Development, 25(1), 56–70. doi:10.1080/10409289.2013.780505</bibtext> </blist> <blist> <bibl id="bib4" idref="ref1" type="bt">4</bibl> <bibtext> Biddle, S. J., Gorely, T., & Stensel, D. J. (2004). Health-enhancing physical activity and sedentary behaviour in children and adolescents. Journal of Sports Sciences, 22(8), 679–701. doi:10.1080/02640410410001712412</bibtext> </blist> <blist> <bibl id="bib5" idref="ref43" type="bt">5</bibl> <bibtext> Burdette, H. L., & Whitaker, R. C. (2005). Resurrecting free play in young children: Looking beyond fitness and fatness to attention, affiliation, and affect. Archives of Pediatrics & Adolescent Medicine, 159(1), 46–50. doi:10.1001/archpedi.1591.46</bibtext> </blist> <blist> <bibl id="bib6" idref="ref39" type="bt">6</bibl> <bibtext> Carlson, H. L., & Stenmalm-Sjoblom, L. (1989). A cross-cultural study of parents' perceptions of early childhood programs. Early Childhood Research Quarterly, 4(4), 505–522. doi:10.1016/0885-2006(89)90006-9</bibtext> </blist> <blist> <bibl id="bib7" idref="ref21" type="bt">7</bibl> <bibtext> Carson, V., Hunter, S., Kuzik, N., Wiebe, S. A., Spence, J. C., Friedman, A., & Hinkley, T. (2015). Systematic review of physical activity and cognitive development in early childhood. Journal of Science and Medicine in Sport/Sports Medicine Australia. Advance online publication. doi:10.1016/j.jsams.2015.07.011</bibtext> </blist> <blist> <bibl id="bib8" type="bt">8</bibl> <bibtext> Committee on Physical Activity and Physical Education in the School Environment, Food and Nutrition Board & Institute of Medicine. (2013). Physical activity and physical education: relationship to growth, development, and health. In H. W. Kohl & H. D. Cook (Eds.), Educating the student body: Taking physical activity and physical education to school. Washington, DC: National Academies Press.</bibtext> </blist> <blist> <bibl id="bib9" idref="ref37" type="bt">9</bibl> <bibtext> Copeland, K. A., Kendeigh, C. A., Saelens, B. E., Kalkwarf, H. J., & Sherman, S. N. (2012). Physical activity in child-care centers: Do teachers hold the key to the playground? Health Education Research, 27(1), 81–100. doi:10.1093/her/cyr038</bibtext> </blist> <blist> <bibtext> Copeland, K. A., Sherman, S. N., Kendeigh, C. A., Kalkwarf, H. J., & Saelens, B. E. (2012). Societal values and policies may curtail preschool children's physical activity in child care centers. Pediatrics, 129(2), 265–274. doi:10.1542/peds.2011-2102</bibtext> </blist> <blist> <bibtext> Copeland, K. A., Sherman, S. N., Kendeigh, C. A., Saelens, B. E., & Kalkwarf, H. J. (2009). Flip flops, dress clothes, and no coat: Clothing barriers to children's physical activity in child-care centers identified from a qualitative study. International Journal of Behavioral Nutrition and Physical Activity, 6, 74. doi:10.1186/1479-5868-6-74</bibtext> </blist> <blist> <bibtext> Dolinsky, D. H., Brouwer, R. J., Evenson, K. R., Siega-Riz, A. M., & Ostbye, T. (2011). Correlates of sedentary time and physical activity among preschool-aged children. Preventing Chronic Disease, 8(6), A131–145.</bibtext> </blist> <blist> <bibtext> Dwyer, G. M., Higgs, J., Hardy, L. L., & Baur, L. A. (2008). What do parents and preschool staff tell us about young children's physical activity: A qualitative study. International Journal of Behavioral Nutrition and Physical Activity, 5, 66. doi:10.1186/1479-5868-5-66</bibtext> </blist> <blist> <bibtext> Flynn, M. A., McNeil, D. A., Maloff, B., Mutasingwa, D., Wu, M., Ford, C., & Tough, S. C. (2006). Reducing obesity and related chronic disease risk in children and youth: A synthesis of evidence with "best practice" recommendations. Obesity Reviews, 7(Suppl. 1), 7–66. doi:10.1111/j.1467-789X.2006.00242.x</bibtext> </blist> <blist> <bibtext> Gehris, J. S., Gooze, R. A., & Whitaker, R. C. (2015). Teachers' perceptions about children's movement and learning in early childhood education programmes. Child: Care, Health and Development, 41(1), 122–131. doi:10.1111/cch.12136</bibtext> </blist> <blist> <bibtext> Harte, H. A. (2013). Universal design and outdoor learning. Dimensions of Early Childhood, 41(3), 18–22.</bibtext> </blist> <blist> <bibtext> Hesketh, K., Waters, E., Green, J., Salmon, L., & Williams, J. (2005). Healthy eating, activity and obesity prevention: A qualitative study of parent and child perceptions in Australia. Health Promotion International, 20(1), 19–26. doi:10.1093/heapro/dah503</bibtext> </blist> <blist> <bibtext> Irwin, J. D., He, M., Bouck, L. M., Tucker, P., & Pollett, G. L. (2005). Preschoolers' physical activity behaviours: Parents' perspectives. Canadian Journal of Public Health/Revue Canadienne De Sante Publique, 96(4), 299–303.</bibtext> </blist> <blist> <bibtext> Janssen, I., & Leblanc, A. G. (2010). Systematic review of the health benefits of physical activity and fitness in school-aged children and youth. International Journal of Behavioral Nutrition and Physical Activity, 7, 40. doi:10.1186/1479-5868-7-40</bibtext> </blist> <blist> <bibtext> Lau, J., Engelen, L., & Bundy, A. (2013). Parents' perceptions of children's physical activity compared on two electronic diaries. Pediatric Exercise Science, 25(1), 124–137.</bibtext> </blist> <blist> <bibtext> Laughlin, L. (2013, April). Who's minding the kids? Child care arrangements: Spring 2011 (Current Population Reports No. P70-135). Washington, DC: U.S. Census Bureau.</bibtext> </blist> <blist> <bibtext> Lees, C., & Hopkins, J. (2013). Effect of aerobic exercise on cognition, academic achievement, and psychosocial function in children: A systematic review of randomized control trials. Preventing Chronic Disease, 10, E174. doi:10.5888/pcd10.130010</bibtext> </blist> <blist> <bibtext> Marino, A. J., Fletcher, E. N., Whitaker, R. C., & Anderson, S. E. (2012). Amount and environmental predictors of outdoor playtime at home and school: A cross-sectional analysis of a national sample of preschool-aged children attending Head Start. Health Place, 18(6), 1224–1230. doi:10.1016/j.healthplace.2012.08.004</bibtext> </blist> <blist> <bibtext> National Association for the Education of Young Children. (2012). The Common Core State Standards: Caution and opportunity for early childhood education. Washington, DC: Author.</bibtext> </blist> <blist> <bibtext> National Association of Early Childhood Specialists in State Departments of Education. (2001). Recess and the importance of play: A position statement on young children and recess. Denver, CO: Center for At-Risk Education, Colorado State Department of Education.</bibtext> </blist> <blist> <bibtext> O'Connor, J. P., & Temple, V. A. (2005). Constraints and facilitators for physical activity in family day care. The Australian Journal of Early Childhood, 30(4), 1–9.</bibtext> </blist> <blist> <bibtext> O'Connor, T. M., Cerin, E., Hughes, S. O., Robles, J., Thompson, D., Baranowski, T., & Shewchuk, R. M. (2013). What Hispanic parents do to encourage and discourage 3-5 year old children to be active: A qualitative study using nominal group technique. International Journal of Behavioral Nutrition and Physical Activity, 10, 93. doi:10.1186/1479-5868-10-93</bibtext> </blist> <blist> <bibtext> O'Dwyer, M. V., Fairclough, S. J., Ridgers, N. D., Knowles, Z. R., Foweather, L., & Stratton, G. (2013). Effect of a school-based active play intervention on sedentary time and physical activity in preschool children. Health Education Research, 28(6), 931–942. doi:10.1093/her/cyt097</bibtext> </blist> <blist> <bibtext> Palmer, K. K., Miller, M. W., & Robinson, L. E. (2013). Acute exercise enhances preschoolers' ability to sustain attention. Journal of Sport & Exercise Psychology, 35(4), 433–437.</bibtext> </blist> <blist> <bibtext> Patino-Fernandez, A. M., Hernandez, J., Villa, M., & Delamater, A. (2013). School-based health promotion intervention: Parent and school staff perspectives. Journal of School Health, 83(11), 763–770. doi:10.1111/josh.2013.83.issue-11</bibtext> </blist> <blist> <bibtext> Rothlein, L., & Brett, A. (1987). Children's, teachers', and parents' perceptions of play. Early Childhood Research Quarterly, 2(1), 45–53. doi:10.1016/0885-2006(87)90012-3</bibtext> </blist> <blist> <bibtext> Sallis, J. F., Prochaska, J. J., & Taylor, W. C. (2000). A review of correlates of physical activity of children and adolescents. Medicine and Science in Sports and Exercise, 32(5), 963–975.</bibtext> </blist> <blist> <bibtext> Schary, D. P., Cardinal, B. J., & Loprinzi, P. D. (2013). Parental support exceeds parenting style for promoting active play in preschool children. Early Child Development and Care, 182(8), 1057–1069. doi:10.1080/03004430.2012.685622</bibtext> </blist> <blist> <bibtext> Sheridan, S. M., Knoche, L. L., Kupzyk, K. A., Edwards, C. P., & Marvin, C. A. (2011). A randomized trial examining the effects of parent engagement on early language and literacy: The getting ready intervention. Journal of School Psychology, 49(3), 361–383. doi:10.1016/j.jsp.2011.03.001</bibtext> </blist> <blist> <bibtext> Strong, W. B., Malina, R. M., Blimkie, C. J. R., Daniels, S. R., Dishman, R. K., Gutin, B., & Trudeau, F. (2005). Evidence based physical activity for school-age youth. Journal of Pediatrics, 146(6), 732–737. doi:10.1016/j.jpeds.2005.01.055</bibtext> </blist> <blist> <bibtext> Tandon, P. S., Saelens, B. E., & Christakis, D. A. (2015). Active play opportunities at child care. Pediatrics, 135(6), 1425–1431. doi:10.1542/peds.2014-2750</bibtext> </blist> <blist> <bibtext> Tandon, P. S., Saelens, B. E., Zhou, C., Kerr, J., & Christakis, D. A. (2013). Indoor versus outdoor time in preschoolers at child care. American Journal of Preventive Medicine, 44(1), 85–88. doi:10.1016/j.amepre.2012.09.052</bibtext> </blist> <blist> <bibtext> Tandon, P. S., Zhou, C., & Christakis, D. A. (2012). Frequency of parent-supervised outdoor play of US preschool-aged children. Archives of Pediatrics & Adolescent Medicine, 166(8), 707–712. doi:10.1001/archpediatrics.2011.1835</bibtext> </blist> <blist> <bibtext> U.S. Census Bureau. (2010). American FactFinder. Retrieved from <ulink href="http://factfinder.census.gov/faces/nav/jsf/pages/index.xhtml">http://factfinder.census.gov/faces/nav/jsf/pages/index.xhtml</ulink></bibtext> </blist> </ref> <aug> <p>By Avanthi Jayasuriya; Marcia Williams; Todd Edwards and Pooja Tandon</p> <p>Reported by Author; Author; Author; Author</p> </aug> <nolink nlid="nl1" bibid="bib14" firstref="ref2"></nolink> <nolink nlid="nl2" bibid="bib19" firstref="ref6"></nolink> <nolink nlid="nl3" bibid="bib22" firstref="ref7"></nolink> <nolink nlid="nl4" bibid="bib29" firstref="ref8"></nolink> <nolink nlid="nl5" bibid="bib12" firstref="ref9"></nolink> <nolink nlid="nl6" bibid="bib32" firstref="ref10"></nolink> <nolink nlid="nl7" bibid="bib37" firstref="ref11"></nolink> <nolink nlid="nl8" bibid="bib16" firstref="ref12"></nolink> <nolink nlid="nl9" bibid="bib25" firstref="ref13"></nolink> <nolink nlid="nl10" bibid="bib38" firstref="ref15"></nolink> <nolink nlid="nl11" bibid="bib21" firstref="ref16"></nolink> <nolink nlid="nl12" bibid="bib23" firstref="ref18"></nolink> <nolink nlid="nl13" bibid="bib36" firstref="ref19"></nolink> <nolink nlid="nl14" bibid="bib28" firstref="ref20"></nolink> <nolink nlid="nl15" bibid="bib24" firstref="ref22"></nolink> <nolink nlid="nl16" bibid="bib11" firstref="ref23"></nolink> <nolink nlid="nl17" bibid="bib10" firstref="ref24"></nolink> <nolink nlid="nl18" bibid="bib18" firstref="ref25"></nolink> <nolink nlid="nl19" bibid="bib17" firstref="ref26"></nolink> <nolink nlid="nl20" bibid="bib30" firstref="ref27"></nolink> <nolink nlid="nl21" bibid="bib26" firstref="ref29"></nolink> <nolink nlid="nl22" bibid="bib34" firstref="ref30"></nolink> <nolink nlid="nl23" bibid="bib39" firstref="ref31"></nolink> <nolink nlid="nl24" bibid="bib90" firstref="ref32"></nolink> <nolink nlid="nl25" bibid="bib35" firstref="ref35"></nolink> <nolink nlid="nl26" bibid="bib20" firstref="ref36"></nolink> <nolink nlid="nl27" bibid="bib13" firstref="ref38"></nolink> <nolink nlid="nl28" bibid="bib31" firstref="ref40"></nolink> <nolink nlid="nl29" bibid="bib15" firstref="ref46"></nolink> <nolink nlid="nl30" bibid="bib27" firstref="ref47"></nolink> <nolink nlid="nl31" bibid="bib33" firstref="ref48"></nolink>
Header DbId: eric
DbLabel: ERIC
An: EJ1114989
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Parents' Perceptions of Preschool Activities: Exploring Outdoor Play
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Jayasuriya%2C+Avanthi%22">Jayasuriya, Avanthi</searchLink><br /><searchLink fieldCode="AR" term="%22Williams%2C+Marcia%22">Williams, Marcia</searchLink><br /><searchLink fieldCode="AR" term="%22Edwards%2C+Todd%22">Edwards, Todd</searchLink><br /><searchLink fieldCode="AR" term="%22Tandon%2C+Pooja%22">Tandon, Pooja</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Early+Education+and+Development%22"><i>Early Education and Development</i></searchLink>. 2016 27(7):1004-1017.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 14
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2016
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research<br />Tests/Questionnaires
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Preschool+Education%22">Preschool Education</searchLink><br /><searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Play%22">Play</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Children%22">Preschool Children</searchLink><br /><searchLink fieldCode="DE" term="%22Child+Development%22">Child Development</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink><br /><searchLink fieldCode="DE" term="%22Leisure+Time%22">Leisure Time</searchLink><br /><searchLink fieldCode="DE" term="%22Child+Care%22">Child Care</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+Attitudes%22">Parent Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+Role%22">Parent Role</searchLink><br /><searchLink fieldCode="DE" term="%22Child+Caregivers%22">Child Caregivers</searchLink><br /><searchLink fieldCode="DE" term="%22Surveys%22">Surveys</searchLink><br /><searchLink fieldCode="DE" term="%22Individual+Characteristics%22">Individual Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+Teacher+Cooperation%22">Parent Teacher Cooperation</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Education%22">Preschool Education</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Washington+%28Seattle%29%22">Washington (Seattle)</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1080/10409289.2016.1156989
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1040-9289
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Research Findings: Outdoor play is important for children's health and development, yet many preschool-age children in child care settings do not receive the recommended 60 min/day of outdoor play. Child care providers have previously described parent-related barriers to increasing outdoor playtime, including parents not providing appropriate clothing for their children and parents' preference for academics over active play. This study explored parent perceptions and knowledge of outdoor playtime in child care environments. On average, parents reported wanting their child to spend significantly more time playing outside during a full day of child care than the recommended minimum. However, more than half of parents reported that they did not know how much time their child actually spent playing outside, and 43% reported that they did not know their child care center's outdoor play policies. Practice or Policy: Child care providers may overperceive parent-related barriers to outdoor play. Parents generally support outdoor play for their preschooler during center-based child care but are not well informed about outdoor playtime and policies. Encouraging communication between parents and early childhood educators about these topics could lead to more universal support and strategies for promoting outdoor and active play opportunities for children, which are important for children's health and development.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: Ref
  Label: Number of References
  Group: RefInfo
  Data: 39
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2016
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1114989
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1114989
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/10409289.2016.1156989
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 14
        StartPage: 1004
    Subjects:
      – SubjectFull: Play
        Type: general
      – SubjectFull: Preschool Children
        Type: general
      – SubjectFull: Child Development
        Type: general
      – SubjectFull: Barriers
        Type: general
      – SubjectFull: Leisure Time
        Type: general
      – SubjectFull: Child Care
        Type: general
      – SubjectFull: Parent Attitudes
        Type: general
      – SubjectFull: Parent Role
        Type: general
      – SubjectFull: Child Caregivers
        Type: general
      – SubjectFull: Surveys
        Type: general
      – SubjectFull: Individual Characteristics
        Type: general
      – SubjectFull: Parent Teacher Cooperation
        Type: general
      – SubjectFull: Preschool Education
        Type: general
      – SubjectFull: Washington (Seattle)
        Type: general
    Titles:
      – TitleFull: Parents' Perceptions of Preschool Activities: Exploring Outdoor Play
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Jayasuriya, Avanthi
      – PersonEntity:
          Name:
            NameFull: Williams, Marcia
      – PersonEntity:
          Name:
            NameFull: Edwards, Todd
      – PersonEntity:
          Name:
            NameFull: Tandon, Pooja
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2016
          Identifiers:
            – Type: issn-print
              Value: 1040-9289
          Numbering:
            – Type: volume
              Value: 27
            – Type: issue
              Value: 7
          Titles:
            – TitleFull: Early Education and Development
              Type: main
ResultId 1