Page 54 - Petelin, Ana, et al. 2019. Eds. Zdravje otrok in mladostnikov / Health of Children and Adolescents. Proceedings. Koper: University of Primorska Press
P. 54
avje otrok in mladostnikov | health of children and adolescents 52 of educators on the ways of developing outdoor competences, the opinion of ed-
ucators about the importance of movement in nature and the support of lead-
ership in financial, organizational, personnel and material aspects. According
to many authors, the frequency, duration and intensity of children’s movement
outdoors are linked to a healthy childhood in general (Thompson Coon et al.,
2011), psychological health (Knight et al., 2010), stress therapy (Gyӧrek et al.,
2014) ), the development of motor abilities (Pišot et al., 2010) and, last but not
least as an investment for healthy aging (Retar et al., 2012; Voljč, 2015).
The time that children should actively spend is increased through lon-
ger research periods. In addition, its intensity, frequency and duration, which
is enabled by modern technology are defined with more precision (Krivokapi
et al., 2014; Kolle et al., 2009; Volmut, 2016). An analysis of various scientific
articles has shown that most authors suggest at least 30 minutes to one hour of
daily movement activity, which can be defined as moderately or moderately in-
tense (Pišot and Završnik, 2005; Škof, 2007; Kupec, 2016).
Various questionnaires for measuring the daily activity of children are
still widely used in the research area, which are, however, less precise than
more objective modern devices (e.g. accelerometers, etc.) (Volmut et al., 2013).
Volmut (2016) notes that only between 21 and 67% of Slovenian children be-
tween the ages of 5 and 8 reach the minimum daily recommendations for me-
dium and high intensity.
The autonomy of educators in kindergartens to select and adapt the path-
ways for the realization of process and development goals can be observed
through subjective theories (Gregorc et al., 2012) or we measure the impact of
several more objective indicators (the impact of a stimulating environment,
material conditions, etc.).
In this article, we want to determine whether individual indicators (the
environment of the kindergarten, the opinion of the educator, the knowledge
of the educator, the support of management) have the same effect on the fre-
quency and duration of the OGDP.
Methods
A sample of respondents
The 128 educators from 24 kindergartens, selected in different regions of Slo-
venia, were chosen for the selected sample. We selected 59 educators from en-
vironments that have better conditions for performing physical activities in
nature (less than 500 m to a suitable meadow, forest, etc., where organized ac-
tivities of movement could be carried out).
A sample of variables
The sample of variables is a content-reconstructed and supplemented question-
naire (Zajec, Videmšek, Štihec, Pišot, Šimunič, 2010), which consists of three
ucators about the importance of movement in nature and the support of lead-
ership in financial, organizational, personnel and material aspects. According
to many authors, the frequency, duration and intensity of children’s movement
outdoors are linked to a healthy childhood in general (Thompson Coon et al.,
2011), psychological health (Knight et al., 2010), stress therapy (Gyӧrek et al.,
2014) ), the development of motor abilities (Pišot et al., 2010) and, last but not
least as an investment for healthy aging (Retar et al., 2012; Voljč, 2015).
The time that children should actively spend is increased through lon-
ger research periods. In addition, its intensity, frequency and duration, which
is enabled by modern technology are defined with more precision (Krivokapi
et al., 2014; Kolle et al., 2009; Volmut, 2016). An analysis of various scientific
articles has shown that most authors suggest at least 30 minutes to one hour of
daily movement activity, which can be defined as moderately or moderately in-
tense (Pišot and Završnik, 2005; Škof, 2007; Kupec, 2016).
Various questionnaires for measuring the daily activity of children are
still widely used in the research area, which are, however, less precise than
more objective modern devices (e.g. accelerometers, etc.) (Volmut et al., 2013).
Volmut (2016) notes that only between 21 and 67% of Slovenian children be-
tween the ages of 5 and 8 reach the minimum daily recommendations for me-
dium and high intensity.
The autonomy of educators in kindergartens to select and adapt the path-
ways for the realization of process and development goals can be observed
through subjective theories (Gregorc et al., 2012) or we measure the impact of
several more objective indicators (the impact of a stimulating environment,
material conditions, etc.).
In this article, we want to determine whether individual indicators (the
environment of the kindergarten, the opinion of the educator, the knowledge
of the educator, the support of management) have the same effect on the fre-
quency and duration of the OGDP.
Methods
A sample of respondents
The 128 educators from 24 kindergartens, selected in different regions of Slo-
venia, were chosen for the selected sample. We selected 59 educators from en-
vironments that have better conditions for performing physical activities in
nature (less than 500 m to a suitable meadow, forest, etc., where organized ac-
tivities of movement could be carried out).
A sample of variables
The sample of variables is a content-reconstructed and supplemented question-
naire (Zajec, Videmšek, Štihec, Pišot, Šimunič, 2010), which consists of three
