| References |
Country |
Study Design |
Topics |
Setting |
Theoretical Model |
Target Group |
Focus Elements |
Description |
Results |
| Tersi and Matsouka (2020) |
Greece |
Quantitative- Experimental |
Structured Playfulness on Social Skills |
Preschool |
Social Development Theory |
4-6 years old |
Social SkillsSocial CooperationSocial InteractionSocial IndependenceProblem Behaviour |
The purpose of this study was to examine the effect of a structured, playfulactivity program on the development of social skills in preschool aged children (4-6 years) during break time in the schoolyard of kindergarten. |
The results indicated that both groups exhibited significant improvement in the investigated social behaviours. Nevertheless, in the final measurement the intervention children showed significantly higher improvement in the externalizing problems than the control group. The findings highlight the need for early detection of developing behavioural problems and the positive effect of a playful activity structured program in the schoolyard during breaks on the development of pre-schoolers’ social skills. |
| Terrón-Pérez et al. (2021) |
Spain |
Systematic Review |
Physical Environment and Physical Activity Level |
Preschool |
NA |
2-6 years old |
Physical healthEnvironment engagement |
The aim of this study was to understand the influence of the physical environment on the physical activity (PA) behaviour of preschool children (aged 2 to 6 years), in order to provide an overview of these influences from the perspective of the ecological model. |
PA is of great importance for the prevention of obesity and cardiovascular diseases since childhood. The physical environment has a direct relationship with the different domains, where people can spend their time being physically active. Nonetheless, despite the importance of the physical environment to engagement in PA, very few reviews have focused on this relationship in the context of the growing problem of physical inactivity among preschool children. |
| Dinkel et al. (2019) |
U.S. |
Qualitative- Observation |
Physical and social unstructured outdoor play behaviour |
Childcare centres |
NA |
0-3 years old |
Environment of outdoor play areas influences behaviours |
The present study examined infants’ and toddlers’ physical and social unstructured outdoor play behaviours within childcarecentres. |
The outdoor play environment influences infants’ and toddlers’ physical and social play behaviours; however, more research is needed to determine the optimal environment for development. |
| Kemp and Josephidou (2021) |
U.K. |
Narrative Review |
Babies’ and Toddlers’ engagement outdoor |
ECEC |
NA |
0-2 years old |
Outdoor as physical activeOutdoor as risky spaceChallenge to create outdoor environmentSignificance of practitioner outdoors |
This paper reports the findings of a narrative review of international research literature about babies’ and toddlers’ engagement with the outdoor environment whilst attending ECEC (Early Childhood Education and Care) settings. |
The article argues that there is a need to re-conceive the ways in which the youngest children engage with the outdoors and to move beyond possible narratives of exclusion. |
| Truelove et al. (2018) |
Canada |
Systematic Review & Meta-analysis |
Physical activity and Sedentary time |
Childcare Centres |
NA |
2-5 years old |
Outdoor playtime |
This systematic review and meta-analysis sought to examine the physical activity levels and sedentary time of young children (2–5 years) during outdoor play periods at centre-based childcare. |
Overall, young children have the potential to be highly active during outdoor play sessions at centre-based childcare; however, many children still engage in substantial amounts of sedentary time. |
| Morrier and Ziegler (2018) |
U.S. |
Quantitative- 2x3 ANOVA |
Factors related to increases in social interactions |
Preschool |
NA |
2-7 years old |
6 specific social variables |
This study aimedto examine factors that might be related to the increases in social behaviours demonstrated by children with ASD andtheir typical peers during a Buddy Game intervention. |
Results indicated the Buddy Game increased overall social interactions and that social interactions were influenced more by ASD status than age. |
| Lee et al. (2020) |
Australia |
Systematic Review |
Impact of unstructured play on physical, social and emotional wellbeing |
Preschool |
NA |
3-7 years old |
PhysicalEmotionalSocial |
This review aimed to examine the impact of unstructured play interventions on youngchildren’s physical, emotional and social wellbeing. |
Through this review, we identified that increased physical activity and, to some extent, improved psychosocial wellbeing, were supported through unstructured play incorporating either movable or fixed equipment in the playground or outdoor play area. |
| Militello et al. (2018) |
U.S. |
Mixed method- Survey- Semi-structured Interview |
Parent and child perspectives of gameplay |
Open |
Theory of Planned Behaviour |
5 and above |
Outdoor environment and Family health |
The aims of this study were (1) to explore the Pokémon GO user experience from a family perspective and (2) to investigate Pokémon GO within the context of family health. |
Findings from this study highlight that, for a period of time, Pokémon GO fostered social and physical well-being for children and families through a multifaceted approach. |
| Meyer et al. (2019) |
U.S. |
Systematic Review |
Play Streets for active play |
Open |
NA |
5 and above |
Play StreetsPlay Streets-style intervention |
This systematic review examines how Play Streets impact opportunities for children and adolescents to engage in safe active play and physical activity, and for communities and neighbourhoods. Methods for evaluating Play Streets were also examined. |
In general, Play Streets provided safe places for child play, increased sense of community, and when measured, data suggest increased physical activity overall and during Play Streets |
| Lee et al. (2021) |
Canada |
Systematic Review |
Outdoor Play and Time |
Open |
Socioecological Model Framework |
3-12 years old |
Factors facilitate or inhibit children playing or spendingtime outdoors. |
This systematic review synthesized evidence on the correlates of outdoor play and outdoor time among children aged 3-12 years. |
Individual, parental, and proximal physical (home) and social environments appear to play a role in children’s outdoor play and time. Ecological factors (i.e., seasonality, rurality) also appear to be related to outdoor play/time. |
