UNASSIGNED:幼儿期是形成运动行为模式的关键时期。世界卫生组织批准了体育活动的指导方针,久坐的行为和24小时的睡眠,已被香港卫生防护中心采纳。本文报告了利益相关者参与的情况,这些参与是为在幼儿教育(ECE)环境中传播准则的策略设计提供信息的。
未经评估:使用混合方法研究设计,我们试图(a)评估利益相关者对香港幼儿运动指引的认识和知识水平,以及(b)确定影响采纳上述指引的因素。我们对幼儿教育教师进行了一项在线调查(N=314),十二个焦点小组,涉及教师(N=18)和家长(N=18),以及对主要举报人(N=7)和为学龄前儿童提供护理的家庭佣工(N=7)的个人访谈。描述性统计数据用于定量数据,并按照现实主义框架,使用归纳和语义方法对定性数据进行主题分析。
UNASSIGNED:我们的研究结果表明,教师们了解幼儿运动指南,但是他们对具体准则的了解不足;父母和家庭佣工对准则的认识和了解有限。通过家长参与启用移动指南的学习,欧洲经委会中心的活动,家校合作,和儿童活动。挑战包括父母的时间贫困,地方课程要求,有限的物理空间,社会价值观,以及与大流行有关的限制。
UNASSIGNED:我们建议欧洲经委会背景下的传播战略应提供知识内容,并支持利益相关者减轻与时间相关的挑战,空间,和社会条件。
Early childhood is a critical period during which patterns of movement behaviors are formed. The World Health Organization had endorsed guidelines for physical activity, sedentary behavior and sleep over a 24-h time period, which had been adopted by the Center for Health Protection of Hong Kong. This paper reports on stakeholder engagements that were conducted to inform the design of strategies to disseminate the guidelines in early childhood education (ECE) settings.
Using a mixed-methods study design, we sought to (a) assess the stakeholders\' levels of awareness and knowledge of the Hong Kong movement guidelines for young children and (b) identify the factors that influence the uptake of the said guidelines. We conducted an online survey of early childhood education teachers (N =314), twelve focus groups involving teachers (N = 18) and parents (N = 18), and individual interviews of key informants (N = 7) and domestic workers who provide care for preschool-aged children (N = 7). Descriptive statistics were used for the quantitative data, and thematic analysis was performed on the qualitative data using an inductive and semantic approach following a realist framework.
Our findings show that teachers were aware of the movement guidelines for young children, but their knowledge of the specific guidelines was deficient; parents and domestic workers had limited awareness and knowledge of the guidelines. Uptake of the movement guidelines is enabled by parent engagement, activities in the ECE centers, home-school cooperation, and community activities for children. The challenges include the time poverty of parents, local curriculum requirements, limited physical spaces, social values, and pandemic-related restrictions.
We recommend that dissemination strategies in the ECE context should deliver knowledge content and support stakeholders in mitigating the challenges associated with time, space, and social conditions.