I Move We Move - Good For Kids - NSW Government

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1.3 Are young children meeting the recommendations? Research suggests that young children are missing out on all the physical, developmental and social benefits of physical activity; with time spent in small screen recreation displacing time available for physical activity. Children who spend more than two hours each day in small screen recreation are less likely to participate in physical activity 7 . The reasons for this may include: • Changes in parenting styles • Technological advancements in game consoles and computers • Smaller backyards with limited spaces to play • Reduction of easily accessible parks and the removal of equipment • Time constraints • Greater dependence on private car transportation • Concerns around safety Physical activity Despite the many benefits of being active, research has shown that many young children are failing to meet the recommendations for physical activity. In the Hunter New England area, only 31.5% of boys and 41.9% of girls aged 2 to 5 years are getting up to two hours of physical activity each day, which is less than the physical activity recommendations for this age group 8 . Small screen recreation Sedentary behaviours and the use of small screen recreation have been increasing in recent years, even among young children. Recent studies have found that infants are watching between 30 to 60 minutes of television each day 9 . In the Hunter New England area, 52% of boys and 50% of girls aged 2 to 5 years spend more than two hours a day in small screen recreation 10 . In addition, 12% of 2 to 5 year olds in Hunter New England area have a television in their bedroom 10 . I Move We Move, The Guide Edition 1 August 2009 AREA HEALTH SERVICE
Physical activity for young children in the early childhood education and care setting There is growing evidence about the importance of physical activity and the development of fundamental movement skills in young children. Learning about healthy and active lifestyles and the significance of physical, emotional, social and spiritual wellbeing is integral to developing children’s self confidence, and is therefore an essential part of early childhood programs. Even though physical activity and fundamental movement skills for children is not new for early childhood educators, for many reasons the time is right to take a fresh look at current practices and update resources, to extend and refresh ideas. Children's Services are a great place for children to develop long lasting physical activity habits, which are crucial for their healthy development. Habits developed in the preschool age are more likely to continue long term, contributing to ongoing health and well being. Also preschoolers are strongly influenced by role-models in the early education and care setting (peers, early childhood professionals, parents and carers), in relation to physical activity. Other important influences include adult guidance and time for development of fundamental movement skills, the physical environment of the service and provision of sufficient opportunities for children to be physically active. With many parents being time-poor, the time children are in care may be the best chance they have during the day to be supported to be physically active and practice fundamental movement skills. Early childhood settings are also an ideal place for families to access support, information, advice and ideas on child physical activity and recommendations for small screen recreation. Through regular interactions with families, services also have the opportunity to work in partnership with families to make physical activity a priority for children both inside and outside the home. For these reasons, early childhood settings are in an excellent position to promote the health, wellbeing and development of children in their care through the adoption of policies and programs that support children to be active. I Move We Move, The Guide Edition 1 August 2009 AREA HEALTH SERVICE 1.4
Page 1 and 2: I Move We Move The Guide www.goodfo
Page 3 and 4: Section Four: I Move, We Move Every
Page 5 and 6: Acknowledgements I Move We Move has
Page 7 and 8: Section One Introduction I Move We
Page 9: Benefits of physical activity and m
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Page 15 and 16: What should we include in the polic
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Page 21 and 22: Evaluation Evaluating your polices
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Page 29 and 30: Why is physical activity important
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Page 33 and 34: Young children and TV Did you know?
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Stability skills (continued) The or
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Locomotor skills (continued) The or
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Locomotor skills (continued) The or
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Manipulative skills (continued) The
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Monitoring progress Recording child
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6.1 Active early childhood environm
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6.3 Equipment to encourage fundamen
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6.5 Sand pit Why not use the sand p
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6.7 Sun protection Exposure to UV r
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Section Seven I Move We Move Away f
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Think carefully about the amount of
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3. Record children’s responses to
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Scenario Two - Television or play o
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18. Sport and Recreation New Zealan
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I Move We Move - Good For Kids - NSW Government

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