Bright Futures in Practice: Physical Activity

EARLY CHILDHOOD

Healthy Lifestyles

Early childhood is a key time for promoting the development of motor skills and physical activity behaviors. Most children are active but may not have the opportunity to play and explore because of space or safety concerns, or because their parents do not encourage them to be physically active.

Children in early childhood should be encouraged to participate in physical activity. Simple games such as "Simon Says," chase, and tag are appropriate. Physical activities (e.g., tumbling, gymnastics, dancing) tailored to the developmental needs of children are also appropriate. Because most children need to develop motor skills, they are not ready for organized sports, which require visual acuity, control, and balance.

Building Partnerships

Partnerships among health professionals, families, and communities are essential for ensuring that families receive guidance on physical activity. Health professionals need to give parents the opportunity to discuss physical activity issues and concerns affecting their children, and need to identify and contact community resources to help parents promote physical activity in their children.

The community can help promote physical activity by providing programs that

Encourage families to promote physical activity in children.
Teach families about physical and motor skill development during early childhood.
Give children the opportunity to be physically active.

BFPAEC_PU20 In addition, communities can provide (1) affordable, skilled child care providers who promote physical activity in children, (2) safe environments for physical activity, and (3) support for families of children with special health care needs.

Many children spend time with child care providers or participate in Head Start or other preschool programs that provide opportunities for physical activity. Children in community programs can be introduced to new activities and may try them more readily if their peers seem to be enjoying them.

In addition, communities can provide (1) affordable, skilled child care providers who promote physical activity in infants, (2) safe environments for indoor and outdoor physical activity, and (3) support for families of infants with special health care needs.

Strengths, and Issues and Concerns

During health supervision visits, health professionals should emphasize the physical activity strengths of the child, family, and community (Table 5) and address any physical activity issues and concerns (Table 6).

Table 5. Physical Activity Strengths During Early Childhood

Child	Family	Community
Participates in physical activity Enjoys physical activity Enjoys playing with parents, siblings, grandparents, and others Enjoys playing with objects and toys In addition to walking, often runs, gallops, jumps, and skips Enjoys throwing, catching, hitting, and kicking a ball Enjoys climbing and balancing activities	Encourages the child to participate in physical activity Provides opportunities for the child to participate in physical activity Supervises the child during physical activity Ensures that the child uses appropriate safety equipment (e.g., helmet) during physical activity Participates in physical activity with the child Provides positive role model by participating in physical activity	Promotes physical activity Provides programs that teach families about physical and motor skill development Provides opportunities for children to participate in physical activity Provides affordable, skilled child care providers who promote physical activity in children Maintains policies (e.g., preservation of green space) and provides environmental support (e.g., well-maintained sidewalks) that promote physical activity Provides safe environments for indoor and outdoor physical activity (e.g., walking and biking paths, playgrounds, parks, recreation centers) Provides support for families of children with special health care needs

Table 6. Physical Activity Issues and Concerns During Early Childhood

Child	Family	Community
Has health problems Experiences motor skill or developmental delays Experiences discomfort with physical activity Is afraid to try new physical activities Is more interested in sedentary behaviors (e.g., watching television and videotapes, playing computer games) Lacks friends or siblings to be physically active with	Lacks knowledge of physical and motor skill development Does not encourage the child to participate in physical activity Does not advocate for physical education in programs Does not provide positive role model by participating in physical activity Does not participate in physical activity with the child Has health problems that affect the amount of time spent with the child Has a work schedule or other commitments that reduce the amount of time spent with the child Lacks space or equipment for physical activity	Lacks programs that promote physical activity in children Lacks affordable, skilled child care providers who promote physical activity in children Lacks safe environments for indoor and outdoor physical activity (e.g., walking and biking paths, playgrounds, parks, recreation centers) Lacks policies (e.g., preservation of green space) and does not provide environmental support (e.g., well-maintained sidewalks) that promote physical activity Does not provide support for families of children with special health care needs

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