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Preschool Environmental Factors, Parental Socioeconomic Status, and Children’s Sedentary Time: An Examination of Cross-Level Interactions

Author

Listed:
  • Suvi Määttä

    (Folkhälsan Research Center, Topeliuksenkatu 20, 00250 Helsinki, Finland
    Faculty of Social Sciences, University of Helsinki, 00014 Helsinki, Finland)

  • Hanna Konttinen

    (Faculty of Social Sciences, University of Helsinki, 00014 Helsinki, Finland
    Department of Food and Nutrition, University of Helsinki, 000014 Helsinki, Finland)

  • Reetta Lehto

    (Folkhälsan Research Center, Topeliuksenkatu 20, 00250 Helsinki, Finland)

  • Ari Haukkala

    (Faculty of Social Sciences, University of Helsinki, 00014 Helsinki, Finland)

  • Maijaliisa Erkkola

    (Department of Food and Nutrition, University of Helsinki, 000014 Helsinki, Finland)

  • Eva Roos

    (Folkhälsan Research Center, Topeliuksenkatu 20, 00250 Helsinki, Finland
    Department of Food and Nutrition, University of Helsinki, 000014 Helsinki, Finland
    Department of Public Health, Clinicum, University of Helsinki, 00014 Helsinki, Finland)

Abstract

Preschool children’s high levels of sedentary time (ST) is a public health concern. As preschool reaches a large population of children from different socioeconomic status (SES) backgrounds, more knowledge on how the preschool setting is associated with children’s ST is relevant. Our aims were to examine (1) the associations of preschool setting (covering social, physical, and organizational level) with children’s ST, and (2) the moderating role of the setting on the association between parental SES and children’s ST. In the cross-sectional DAGIS (increased health and wellbeing in preschools) study, the participating children ( n = 864, aged 3–6 years) were asked to wear an accelerometer for one week. In total, 779 children had valid ST accelerometer data during preschool hours. Preschool setting and parental SES was assessed by questionnaires and observation. Multilevel linear regression models with cross-level interactions were applied to examine the associations. Early educators’ practice of breaking children’s ST often, more frequent physical activity (PA) theme weeks, and higher number of physical education (PE) lessons were associated with lower children’s ST. Higher parental SES was associated with higher children’s ST in preschools (1) with organized sedentary behavior theme weeks, (2) with a lower number of PA theme weeks, and (3) with a lower number of PE lessons. The factors identified in this study could be targeted in future interventions.

Suggested Citation

  • Suvi Määttä & Hanna Konttinen & Reetta Lehto & Ari Haukkala & Maijaliisa Erkkola & Eva Roos, 2018. "Preschool Environmental Factors, Parental Socioeconomic Status, and Children’s Sedentary Time: An Examination of Cross-Level Interactions," IJERPH, MDPI, vol. 16(1), pages 1-19, December.
  • Handle: RePEc:gam:jijerp:v:16:y:2018:i:1:p:46-:d:193145
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    References listed on IDEAS

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    2. Omar Paccagnella, 2006. "Centering or Not Centering in Multilevel Models? The Role of the Group Mean and the Assessment of Group Effects," Evaluation Review, , vol. 30(1), pages 66-85, February.
    3. Leigh M. Vanderloo & Patricia Tucker & Andrew M. Johnson & Melissa M. Van Zandvoort & Shauna M. Burke & Jennifer D. Irwin, 2014. "The Influence of Centre-Based Childcare on Preschoolers’ Physical Activity Levels: A Cross-Sectional Study," IJERPH, MDPI, vol. 11(2), pages 1-9, February.
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