The physical indoor environment in ECEC settings: Children’s well-being and physical activity

This study looks at how the physical environment affects children’s play and development. The aim of the study was to investigate how the indoor environment in kindergartens can affect children’s well-being and physical activity. In this study, well-being is defined as a subjective and internal sensation, while physical activity is considered all forms of bodily movement in the skeletal muscles that lead to energy consumption.

The use of physical spaces was positively associated with the well-being of children, while the use of high tables was negatively associated. In addition, open floor space and playhouses were positively associated with physical activity. The results indicate that the physical environment supports physically active play and that the use of tables inside should be avoided.

The purpose of the study was to investigate whether the indoor environment in kindergartens can affect children’s well-being and physical activity. The researchers studied a total of 80 children, of which 39 were girls and 41 were boys aged 2.8 to 4.8 years old. The eight kindergartens were strategically selected among all partner organisations in order to ensure variations in size, age groups, location and physical environment. The children were observed by researchers and kindergarten teachers through physical presence and video recording.

Sando, O. J. (2019). «The physical indoor environment in ECEC settings: Children’s well-being and physical activity». European Early Childhood Education Research Journal, 27(4):506-519.