Promotion of Physical Activity in Early Childhood

Dear Colleagues,

Physical activity is critical to long-term health and development. The literature suggests that increased participation in health-enhancing behaviors such as physical activity during early childhood (0–5 years) can lead to a healthy weight and improvements in a variety of other key developmental domains such as fine and gross motor skills, social competence, and emotional and behavioral self-regulation skills. Unfortunately, engaging in too much non-interactive sedentary behavior during early childhood can result in delayed motor skill development and other physical (e.g., fitness levels, bone strength) and psychosocial health (e.g., behavior and conduct problems) indicators. There is overwhelming support suggesting the need to develop healthy behaviors by increasing physical activity and reducing sedentary time, beginning as early as infancy. There are a variety of factors that may influence the development of physical activity behaviors, including: the provision of developmentally appropriate toys and activities; the effects of systematic interventions or approaches on the physical wellness of children, families, and teachers; interactions with caregivers including parents, childcare providers, and other family members; access to indoor and outdoor environments that promote activity; and the implications of physical-activity-related policy. This Special Issue welcomes papers addressing aspects of the development of physical activity in early childhood in any of these areas. New research papers, reviews, methodological papers, and brief reports will be accepted.

Prof. Danae Dinkel
Dr. Matthew R. Bice
Dr. Kyong-Ah Kwon
Guest Editors

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