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Asthma knowledge, awareness, and training among Head Start and Early Head Start staff
Walders, Natalie, 2004
Journal of School Health, 74(1), 32-34

A survey of Head Start (HS) and Early Head Start (EHS) staff evaluating the current efficacy of asthma management in early childhood settings

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Asthma management practices and education needs of Head Start directors and staff
Huss, Karen, October 2002
Journal of School Health, 72(8), 329-333

A survey-based study of Head Start directors and staff assessing asthma care practices, beliefs, education activities, and sociodemographic characteristics

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CHILE: An evidence-based preschool intervention for obesity prevention in Head Start
Davis, Sally M., March, 2013
Journal of School Health, 83(3), 223-229

A description of the design and implementation of Child Health Initiative for Lifelong Eating and Exercise (CHILE), an evidence-based intervention to prevent obesity in children enrolled in 16 Head Start centers in rural communities in New Mexico

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Connecticut's New Comprehensive and Universal Early Childhood Health Assessment Form
Crowley, Angela A., October, 2005
Journal of School Health, 75(8), 281-285

A description of the development and revision of a comprehensive early childhood health assessment form for all children in early care and education programs

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Defining standards and policies for promoting physical activity in afterschool programs
Beets, Michael W., August 2010
Journal of School Health, 80(8), 411-417

An identification of state-level policies, standards, recommendations, and guidelines on the topic of physical activity in afterschool settings, based on a search of documents regarding the promotion of quality in afterschool programs in each of the 50 states

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Effects of an urban high school-based child care center on self-selected adolescent parents and their children
Williams, Elizabeth Gillis, 2001
Journal of School Health, 71(2), 47-52

A study of the student grade point averages, repeat childbirth rates, school completion rates, child immunizations and physical examination status of adolescent parents and children enrolled in an urban high school-based child care program

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An immunization education program for childcare providers
Hayney, Mary S., 2005
Journal of School Health, 75(4), 147-149

Results of surveys given to staff in 5 child care centers on their views of the importance of immunization for young children, especially influenza immunization, before and after presentations of an educational program at school staff meetings

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Influencing factors of sedentary behavior in European preschool settings: An exploration through focus groups with teachers
De Decker, Ellen, September, 2013
Journal of School Health, 83(9), 654-661

Sedentary behavior refers to activities involving sitting down and reclining (eg, watching TV, using the computer) and has been associated with different health outcomes. In preschool, children are sedentary for 50% to 80% of the time, in the classroom as well as during recess. Because of the absence of qualitative studies examining influencing factors of preschoolers' sedentary behavior in preschool settings, this study explored teachers' opinions on potentially influencing factors of this behavior. METHODS: Eighty-seven teachers of 4- to 6-year-old preschoolers from 6 European countries participated in a total of 18 focus groups between October 2010 and January 2011. Key findings were reported separately by country, and were independently analyzed by 2 researchers using qualitative content analysis. RESULTS: Teachers perceive the lack of play space and small classroom size as being influential factors on preschoolers' sedentary behavior; increasing play equipment and using teachers' prompts are mentioned as ways to stimulate children to be less sedentary on the playground. Computer use is reported to be more common in preschool than watching TV. CONCLUSION: Interventions should focus on increasing teachers' awareness of how sedentary preschoolers are during the preschool day. Teachers also should be informed about strategies to decrease sedentariness in the classroom and on the playground. (author abstract)

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Injuries to preschool children and infection control practices in childcare programs
Waibel, Ruth, 2003
Journal of School Health, 73(5), 167-172

An examination of rate, type and extent of injuries in centers and the infection control practices employed by staff, based on a sample of 131 children ages 6 weeks to 7 years

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Physical activity and healthy eating in the after-school environment
Coleman, Karen J., December, 2008
Journal of School Health, 78(12), 633-640

No research to date has extensively described moderate and vigorous physical activity (MVPA) and healthful eating (HE) opportunities in the after-school environment. The current study described the quality of the after-school environment for its impact on children's MVPA and HE. METHODS: An alliance of 7 elementary schools and Boys and Girls Clubs who worked with the Cooperative Extension Service in Lawrence, KS, was selected to participate in a larger intervention study. After-school settings were observed for information regarding session type, session context, leader behavior, physical activity, and snack quality using validated instruments such as the System for Observing Fitness Instruction Time. Data presented are baseline measures for all sites. RESULTS: Participating children (n = 144) were primarily non-Hispanic white (60%) and in fourth grade (69%). After-school sites offered 4 different sessions per day (active recreation, academic time, nonactive recreation, and enrichment activities). Children were provided with a daily snack. On 36% of the days observed, this snack included fruit, fruit juice, or vegetables. There was significantly more time spent in MVPA during free play sessions (69%) compared to organized adult-led sessions (51%). There was also significantly more discouragement of physical activity during organized adult-led sessions (29%) as compared to the free play sessions (6%). CONCLUSIONS: The quality of after-school programs can be improved by providing fruits and vegetables as snacks; offering more free play activities; training the afterschool staff in simple, structured games for use in a variety of indoor and outdoor settings; and training after-school staff to promote and model MVPA and HE in and out of the after-school setting. (author abstract)

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Promising outcomes in teen mothers enrolled in a school-based parent support program and child care center
Sadler, Lois, March 2007
Journal of School Health, 77(3), 121-130

An evaluation of the impact of a school-based parent support program and child care center on teen mothers' depression levels, self esteem issues, perceived parental competence, and parent-child teaching interactions as well as on young children's cognitive development and health outcomes

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Promoting sun protection in elementary schools and child care settings: The SunSafe project
Grant-Petersson, Jennifer, 1999
Journal of School Health, 69(3), 100-106

An examination of the implementation of the SunSafe Project as well as the evaluation of the impact on classroom teaching, school policy, and children's knowledge and attitudes about sun protection

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Should gun safety be taught in schools?: Perspectives of teachers
Obeng, Cecilia Sem, August 2010
Journal of School Health, 8(8), 394-398

A study of teachers' views of gun safety education in the preschool and elementary years based on questionnaire responses of 150 public and private school teachers in preschools and elementary schools in 2 counties of a Midwestern state

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Use of SPARK to promote after-school physical activity
Herrick, Heidi, October, 2012
Journal of School Health, 82(10), 457-461

A study of the relationship between participation in a Sports, Play, and Recreation for Youth (SPARK) program and physical activity, cardiorespiratory fitness, and weight status, based on data from 100 fifth grade students in after school programs in a large urban school district

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Working with a Head Start population with asthma: Lessons learned
Nelson, Belinda W., August 2006
Journal of School Health, 76(6), 273-275

An overview of the Early Childhood Asthma Project, including a description of identifying asthma cases in a Head Start population and effects of a program implemented to help parents manage their children's asthma more effectively

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Research Connections is supported by grant #90YE0104 from the Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services. The contents are solely the responsibility of the National Center for Children in Poverty and the Inter-university Consortium for Political and Social Research and do not necessarily represent the official views of the Office of Planning, Research and Evaluation, the Administration for Children and Families, or the U.S. Department of Health and Human Services.

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