Bronwyn S. Fees

Identification and validity of accelerometer cut-points for toddlers.

The purpose of this study was to derive ActiGraph cut‐points for sedentary (SED), light‐intensity physical activity (LPA), and moderate‐to‐vigorous physical activity (MVPA) in toddlers and evaluate their validity in an independent sample. The predictive validity of established preschool cut‐points were also evaluated and compared. Twenty‐two toddlers (mean age = 2.1 years ± 0.4 years) wore an ActiGraph accelerometer during a videotaped 20‐min play period. Videos were subsequently coded for physical activity (PA) intensity using the modified Childrens Activity Rating Scale (CARS). Receiver operating characteristic (ROC) curve analyses were conducted to determine cut‐points. Predictive validity was assessed in an independent sample of 18 toddlers (mean age = 2.3 ± 0.4 years). From the ROC curve analyses, the 15‐s count ranges corresponding to SED, LPA, and MVPA were 0–48, 49–418, and >418 counts/15 s, respectively. Classification accuracy was fair for the SED threshold (ROC‐AUC = 0.74, 95% confidence interval = 0.71–0.76) and excellent for MVPA threshold (ROC‐AUC = 0.90, 95% confidence interval = 0.88–0.92). In the cross‐validation sample, the toddler cut‐point and established preschool cut‐points significantly overestimated time spent in SED and underestimated time in spent in LPA. For MVPA, mean differences between observed and predicted values for the toddler and Pate cut‐points were not significantly different from zero. In summary, the ActiGraph accelerometer can provide useful group‐level estimates of MVPA in toddlers. The results support the use of the Pate cut‐point of 420 counts/15 s for MVPA.

Satisfaction with foster parenting: Assessment one year after training

Abstract Retaining active foster parents has been a challenge, especially during their first year. The focus of this analysis was to ascertain whether demographic characteristics, preservice training, and prior experience with children and families predicted satisfaction with foster parenting among licensed first-year foster parents one year after completion of preservice training. Data were taken from a larger longitudinal study ( N = 313) of potential foster parents in preservice training in a midwestern state. This analysis was based on 48 foster mothers. An exploratory factor analysis identified three factors that underlie satisfaction with foster parenting: Role Demands Satisfaction, Social Service Support Satisfaction, and Personal Needs Satisfaction. Analysis of covariance revealed one factor, Role Demands Satisfaction, was predicted by the model; perception of preservice training as useful was the significant explanatory variable. Foster mothers who rated preservice training as useful also had greater satisfaction in the role demands as a foster parent. Demographic characteristics were not predictive. Satisfaction with foster parenting is multidimensional and preservice training is a key component that supports the multifaceted role of the foster mother. Implications for the quality of preservice training are discussed.

Perceptions of Influence on Child's Competence among Fathers in the Military Context

This study compared the beliefs of fathers serving in the military with those of a matched sample of civilian fathers on the time spent with their kindergarten child and their perceptions of their influence as well as their spouses influence on their childs cognitive and emotional competence. Parents are considered prime agents of change during early childhood. However, fathers who serve in the military face challenges unique to this context and reflective of the frequent and intense demands on their time and attention. Results suggest that, in a time of peace, military and civilian fathers share similar perceptions and time reported spent with their child. Mothers were perceived to be equivalent in their influence to the military father.

Preschool Daily Patterns of Physical Activity Driven by Location and Social Context

BACKGROUND Preschool children are recommended to spend at least 15 minutes/hour (25% time) in light-to-vigorous physical activity (total physical activity, TPA). Preschool provider practices, such as whether children are put in small group or whole-group activities, are likely to affect childrens TPA levels during preschool. The current study characterized the pattern of physical activity across the preschool day, and examined the relationship of location and social arrangement to TPA. METHODS Fifteen days from 8 preschool classrooms in 2 preschool centers were video-recorded, and children (N = 73, age = 3-6 years, M = 4.36 ± 0.85, Boys = 47%) wore accelerometers for the duration of the preschool day. We observed contextual variables of time (ie, morning or afternoon), location (ie, indoor or outdoor), and for a subsample, social arrangement (ie, activity centers, small group, whole group). RESULTS Across the whole day, children spent 69.5 ± 12.4% time sedentary/inactive and 30.5 ± 13.5% time in TPA. Children spent a significantly greater percentage of time in TPA outdoors, compared to indoors (t = 10.00, p < .001), and while in small groups compared to whole groups (t = 3.35, p = .009). CONCLUSION Children spent approximately 30% of the preschool day in TPA. Providing more time outdoors and restructuring preschool activities from whole group to small group could increase the amount of TPA that children accumulate during preschool.

Toddler activity intensity during indoor free-play: stand and watch.

OBJECTIVE Movement patterns among toddlers (16-36 months) differ from other early developmental periods; toddlers practice coordination, balance, and control. Toddler care environments may afford repetition of these emerging skills. This study examined intensity and type of movements during free-play indoors in child care among toddlers. METHODS A convenience sample (n, 41; mean, 26.5 months) was observed for intensity of physical activity (PA), motor activity type, activity context, and teacher prompts in center-based care using a modified version of the Observational System for Recording Physical Activity for Children-Preschool. RESULTS The most frequent PA intensity level was sedentary with limb movement. No significant gender differences emerged. Standing, sitting/squatting, and walking were the most frequent activity types. Dominant activity contexts included fine motor manipulative, self-care, and onlooking. Logistic regression results indicated that onlooking significantly decreased the odds of moderate to vigorous PA. Teachers offered few prompts to increase PA. CONCLUSIONS AND IMPLICATIONS Toddlers demonstrate predominantly sedentary behaviors during free-play. Further observational research across the entire day is warranted to accurately assess intensity and teachers support for moderate to vigorous PA.

Design of a Garment for Data Collection of Toddler Language and Physical Activity

Design process phases of development, evaluation and implementation were used to create a garment to simultaneously collect reliable data of speech production and intensity of movement of toddlers (18-36 months). A series of prototypes were developed and evaluated that housed accelerometer-based motion sensors and a digital transmitter with microphone. The approved test garment was a top constructed from loop-faced fabric with interior pockets to house devices. Extended side panels allowed for sizing. In total, 56 toddlers (28 male; 28 female; 16-36 months of age) participated in the study providing pilot and baseline data. The test garment was effective in collecting data as evaluated for accuracy and reliability using ANOVA for accelerometer data, transcription of video for type of movement, and number and length of utterances for speech production. The data collection garment has been implemented in various studies across disciplines.

The Books-in-a-Bag Project Developing a Literacy Initiative for Children With Disabilities in Tanzania

This column describes a long-term service-learning project by faculty from an American university who travelled to Tanzania to consult with educators who work with and care for children with a wide range of disabilities. The project is focused on literacy education and has resulted in several books being developed and distributed in the Kiswahili language.