Frederico Lopes

The Early Childhood Care and Education Center (ECEC) physical environment plays a significant role in shaping children’s behavior and learning outcomes and influencing educators’ management of children’s exploration and action, which is pivotal for their overall development and well-being. This study compared the researchers’ and educators’ physical environment quantitative assessments of 12 Portuguese ECECs. Wilcoxon tests were used to investigate possible differences between the researchers’ and educators’ assessments. The ratings differ significantly regarding the institution’s image and scale, safety, indoor organization, building location, and site characteristics, with educators reporting consistently higher levels of quality than the researchers. This study’s outcomes highlight the importance of adopting an interdependent perspective between the researchers’ and the educators’ assessments regarding the ECEC physical environment quality. Such complementarity facilitates the accurate identification of key physical features of ECEC that need to be readdressed to promote children’s high-quality education and positive development, learning, and overall well-being.

Kindergarten’s physical and social environment influences preschoolers’ physical activity (PA) and impacts their development. This study aimed first to describe the quality of the opportunities provided by the physical attributes and social guidelines to promote PA and, second, to investigate the relationship between design attributes and daily practices to support PA in sixteen Portuguese kindergartens (15 public). The Children’s Physical Environment Rating Scale was used to rate the quality of the design attributes. Sixteen directors and teachers filled out surveys to quantify the equipment available and assess the quality of the written policies and daily practices to promote PA. Correlations between design attributes and daily practices to support PA were analyzed. The results emphasize the need for improvements in indoor settings that facilitate a wide range of gross motor activities for children. Similarly, outdoor environments should be designed to enable play opportunities regardless of weather conditions, encouraging children to engage in diverse and challenging physical activities. Providing more times per year for teachers’ PA training is also necessary. The design attributes and daily practices to support children’s PA were related. In kindergartens with a room only for PA, children spent less time sitting and more time in teacher-led PA. In kindergartens with large and challenging outdoor areas, children engaged in more intense PA. However, having a roofed protection area outdoors was not sufficient to decrease indoor sitting time. These findings highlight the need for ongoing review and assessment of the physical and social environment in kindergartens to ensure preschoolers have the best opportunities for PA.

Play has a key role in children psychomotor development, and the quality of play spaces can be a facilitator of the former. The physical properties of the environment, such as equipment or material available, can influence children’s behavior. However, it is not clear how the provision of different loose parts impacts children’s play patterns. This study aimed to analyze the influence of four types of loose parts on the time, frequency and number of children using them during free play sessions. We recorded the 1st, 5th and 10th sessions delivered by playworkers in a primary school, with 14 children (M_age = 9.96 years). The available loose parts were categorized, and four types of materials were chosen: tarpaulin/fabrics, cardboard boxes, plastic crates and plastic tubes. The influence of these materials on the time spent using them, frequency of use and number and sex of users (dependent variables) was analyzed. Some tendencies emerged, such as the popularity of tarpaulin/fabrics, but results showed no significant differences between materials. This could mean that the specific physical qualities of each loose part were not determiners of the behavioral domains analyzed. These findings suggest that all types of materials studied can be meaningful for children to engage with in diverse play opportunities.

This study examined the relationship between the quality of the kindergarten physical and social environment to promote physical activity (PA) and preschoolers’ motor and social-emotional competence. Two Portuguese kindergartens (Gondomar city) were selected from a pool of seventeen with an assessment of kindergarten PA best practices (one with high PA practices, the other with low). Thirty-six children (M = 4.42; SD = 1.00 years) without neuromotor disorders participated in this study. Motor and social-emotional competence were assessed with standardized motor skills tasks and parent report of child behaviors. Children from the kindergarten with higher compliance with PA best practices showed significantly better motor competence. No statistically significant differences were found for social-emotional competence scores. These findings emphasize the critical importance of kindergarten in promoting preschoolers’ motor competence by assuring a physical and social environment that enhances their PA practice. This is a particularly relevant concern for directors and teachers during the post-pandemic period, given the developmental delays and decreases in physical activity preschool children experienced across the pandemic period.

The ability to initiate and engage in relationships is a critical landmark and predictor of children’s development and well-being. In kindergarten, children exhibit greater social participation outdoors rather than indoors. Indeed, the physical environment influences preschoolers’ social proximity. In this study, we examine the relationship between the quality of kindergartens’ outdoor physical environment and preschoolers’ social functioning. Two kindergartens in Gondomar, Portugal, were selected to participate according to different levels of their physical environment outdoors (poor and fair quality) and measured by a specific physical environment rating scale. Twenty-six children (aged 3–6, 10 boys) participated in this study. Children’s social proximity at the playground was measured through Radio Frequency Identification Devices (RFID). Mann–Whitney statistical tests were used to compare social proximity between groups. Our results showed that in the higher quality outdoor area, children spent less time alone and more time in social proximity with their peers in smaller groups (one or two children). More time was also spent in social proximity with different genders. Our study emphasizes the critical importance of reviewing kindergartens’ outdoor physical environments to support preschoolers’ social needs in a more challenging and diverse setting.

This systematic review synthesised evidence on associations between nature-based early childhood education (ECE) and children’s social, emotional, and cognitive development. A search of nine databases was concluded in August 2020. Studies were eligible if: (a) children (2–7 years) attended ECE, (b) ECE integrated nature, and (c) assessed child-level outcomes. Two reviewers independently screened full-text articles and assessed study quality. Synthesis included effect direction, thematic analysis, and results-based convergent synthesis. One thousand three hundred and seventy full-text articles were screened, and 36 (26 quantitative; 9 qualitative; 1 mixed-methods) studies were eligible. Quantitative outcomes were cognitive (n = 11), social and emotional (n = 13), nature connectedness (n = 9), and play (n = 10). Studies included controlled (n = 6)/uncontrolled (n = 6) before-after, and cross-sectional (n = 15) designs. Based on very low certainty of the evidence, there were positive associations between nature-based ECE and self-regulation, social skills, social and emotional development, nature relatedness, awareness of nature, and play interaction. Inconsistent associations were found for attention, attachment, initiative, environmentally responsible behaviour, and play disruption/disconnection. Qualitative studies (n = 10) noted that nature-based ECE afforded opportunities for play, socialising, and creativity. Nature-based ECE may improve some childhood development outcomes, however, high-quality experimental designs describing the dose and quality of nature are needed to explore the hypothesised pathways connecting nature-based ECE to childhood development (Systematic Review Registration: CRD42019152582).

Background: The purpose was to synthesize evidence on the association between nature-based Early Childhood Education (ECE) and children’s physical activity (PA) and motor competence (MC). Methods: A literature search of 9 databases was concluded in August 2020. Studies were eligible if (1) children were aged 2–7 years old and attending ECE, (2) ECE settings integrated nature, and (3) assessed physical outcomes. Two reviewers independently screened full-text articles and assessed study quality. Synthesis was conducted using effect direction (quantitative), thematic analysis (qualitative), and combined using a results-based convergent synthesis. Results: 1370 full-text articles were screened and 39 (31 quantitative and 8 qualitative) studies were eligible; 20 quantitative studies assessed PA and 6 assessed MC. Findings indicated inconsistent associations between nature-based ECE and increased moderate to vigorous PA, and improved speed/agility and object control skills. There were positive associations between nature-based ECE and reduced sedentary time and improved balance. From the qualitative analysis, nature-based ECE affords higher intensity PA and risky play, which could improve some MC domains. The quality of 28/31 studies was weak. Conclusions: More controlled experimental designs that describe the dose and quality of nature are needed to better inform the effectiveness of nature-based ECE on PA and MC.

Background: Learning to cycle is an important milestone in a child’s life, so it is important to allow them to explore cycling as soon as possible. The use of a bicycle with training wheels (BTW) for learning to cycling is an old approach practiced worldwide. Most recently, a new approach using the balance bike (BB) has received increased attention, and several entities believe that this could be most efficient. Drawing on the work of Bronfenbrenner (1995) and Newel (1986), this study aimed to analyse the effect of BB’s use on the learning process of cycling independently. Methods: Data were collected in Portugal from an online structured survey between November 2019 and June 2020. Results: A total of 2005 responses were obtained for adults and children (parental response). Results revealed that when the BB’s approach was used, learning age (LA) occurred earlier (M = 4.16 ± 1.34 years) than with the BTW’s approach (M = 5.97 ± 2.16 years) (p < 0.001); or than when there was only the single use of the traditional bicycle (M =7.27 ± 3.74 years) (p < 0.001). Conclusions: Children who used the BB as the first bike had a significantly lower LA than children who did not use it (p < 0.001). To maximize its effects, the BB should be used in the beginning of the learning process.

The present article aimed to verify whether the age at which children learn to ride a bicycle is related to their physical activity or birth order. Data were collected from an online structured survey between November 2019 and June 2020. A total of 8614 responses were obtained from 22 countries. The results reveal significant differences in learning age depending on the frequency of physical activity (F(5, 7235) = 35.12, p < 0.001, ηp² = 0.24). People who engaged in physical activity less than twice a month learned to cycle later (M = 7.5 ± 5.3 years) than people who engaged in physical activity on a daily basis (M = 5.7 ± 2.2 years) (p < 0.001). There were also significant differences in learning age according to birth order (F(2, 3008) = 7.31, p = 0.00, ηp² = 0.005). Only children had the highest learning age (M = 5.5 ± 2.4 years), whereas those who were born last had the lowest, (M = 5.1 ± 1.9 years) (p = 0.013). Creating opportunities for children to be engaged in play and physical activity and social modulation through their older siblings seem to be key conditions to encourage children to learn how to ride a bicycle from a young age and to foster their motor development.

Background: Several systematic reviews have reviewed the evidence relating to nature on aspects of children and adolescent’s health and wellbeing; however, none have looked at the associations or effectiveness of attending nature-based early childhood education (ECE). The main objective is to systematically review and synthesise the evidence to determine if nature-based ECE enhances children’s health, wellbeing and development.Methods: We will search the following electronic databases (from inception onwards): MEDLINE, Scopus, PsycINFO, ERIC, SportDiscus, Australian Education Index, British Education Index, Child Development and Adolescent studies, and Applied Social Sciences Index and Abstracts. Grey literature will be identified searching dissertations and reports (e.g. Open Grey, Dissertations Theses Database [ProQuest], and Google Scholar). All types of studies (quantitative and qualitative) conducted in children (aged 2–7 years old) attending ECE who had not started education at primary or elementary school will be included. The exposure of interest will be nature-based ECE settings that integrate nature into their philosophy and/or curriculum and environment. The outcomes of interest will be all aspects of the child’s physical, cognitive, social and emotional health wellbeing and development. Two reviewers will independently screen full-text articles. The study methodological quality (or bias) will be appraised using appropriate tools. If feasible, a meta-analysis will be conducted using a random-effect model for studies similar in exposure and outcome. Where studies cannot be included in a meta-analysis, findings will be summarised based on the effect directions and a thematic analysis will be conducted for qualitative studies.Discussion: This systematic review will capture the state of the current literature on nature-based ECE for child health, wellbeing and development. The results of this study will be of interest to multiple audiences (including researchers and policy makers). Results will be published in a peer-reviewed journal. Gaps for future research will be identified and discussed.Systematic review registration: PROSPERO CRD42019152582