Physical activity promotion in daycare centres in Germany: study protocol for a cross-sectional survey within the BeweKi study.

INTRODUCTION: In Germany, a total of 92.2% of children between the age of 3 and school entry age attend daycare centres. Therefore, daycare centres are a suitable setting to promote physical activity among children. Yet, there is a lack of knowledge on the promotion of physical activity in daycare centres with regards to different structures and concepts, culture/policies/practices and the characteristics of directors and pedagogical staff of daycare centres in Germany. The aim of this study is to investigate (a) the status quo, as well as (b) the fostering and hindering conditions (barriers and facilitators) of physical activity promotion in daycare centres in Germany. METHODS AND ANALYSIS: The cross-sectional study will collect data from November 2022 to February 2023. For the sample, about 5500 daycare centres will be drawn from an address database available through the German Youth Institute (DJI) and invited to the survey. From each daycare centre a director and a pedagogical staff member will be asked to fill in a standardised self-administered questionnaire. The survey explores characteristics of the daycare centre and the implementation of physical activity promotion, for example, the extent and form of physical activity promotion, the use and size of indoor and outdoor area, structural conditions such as personal and financial resources, personal attitudes towards physical activity promotion, demographic characteristics of pedagogical staff, structural daycare centre's characteristics such as proportion of children from socioeconomic disadvantaged groups. In addition, micro-geographical data on socioeconomic and infrastructural environment of the daycare centres will be included in the data set. ETHICS AND DISSEMINATION: The study has been received and approved by the Commissioner for Data Protection of the Robert Koch Institute and by the Ethics Committee of Alice Salomon Hochschule Berlin, University of Applied Sciences. Results will be disseminated through publications and presentations to scientific community and stakeholders.

[Education and education deficits in day care centers and schools during the coronavirus pandemic]. / Bildung und Bildungsdefizite in Kita und Schule im Rahmen der Coronapandemie.

The contact restrictions during the coronavirus disease 2019 (COVID-19) pandemic massively limited the educational participation of children and adolescents, both in day care centers and in schools. During phases of lockdown, contact with friends and early child care was often severed, especially for young children. The quality of interactions between staff and children as well as among the children themselves, suffered from the many protective measures, the high fluctuation of children present and the shortage of staff. Pandemic-related group closures in day care centers more severely affected facilities with a high proportion of children from socially disadvantaged households, and the proportion of children with higher support needs increased. Schools and families were also confronted with the challenges of insufficient digitalization. Remote and digital lessons more often reached older and higher performing students from more socially advantaged families. Learning time in distance learning was at times on average halved and decreased especially when there was only little contact with teachers and for low-performing students. National as well as international trend data point to substantial learning gaps, especially among children from socially disadvantaged families with low cultural capital and from immigrant families, with the often less favorable learning conditions and limited support options in these families being the decisive factor. In addition, options for extracurricular activities outside of schools were absent in the lockdown. In the post-COVID education strategy greater emphasis should be placed on the integrated well-being of children and adolescents in order to rectify the constraints and stresses they experienced.

Do more hours in center-based care cause more externalizing problems? A cross-national replication study.

Whether high quantities of center-based care cause behavior problems is a controversial question. Studies using covariate adjustment for selection factors have detected relations between center care and behavior problems, but studies with stronger internal validity less often find such evidence. We examined whether within-child changes in hours in center-based care predicted changes in externalizing problems in toddlers and preschoolers (N = 10,105; 49% female; data collection 1993-2012) in seven studies, including from Germany, Netherlands, Norway, two from Canada and two from the U.S. Race/ethnicity data were only collected in the United States (57% and 80% White; 42% and 13% African-American; 1.2% and 5% Latinx). Meta-analyses showed no association (r = .00, p = .88) between hours in center-based care and externalizing problems.

Delta and Omicron: protective measures and SARS-CoV-2 infections in day care centres in Germany in the 4th and 5th wave of the pandemic 2021/2022.

BACKGROUND: During the five waves of the SARS-CoV-2 pandemic so far, German early childhood education and care (ECEC) centres implemented various protective measures, such as wearing a face mask, fixed children-staff groups or regular ventilation. In addition, parents and ECEC staff were increasingly vaccinated throughout 2021. During the 4th wave, variant of concern (VOC) Delta-driven transmission indicators reached record values at the end of 2021. Those values were even exceeded in the 5th wave at the beginning of 2022 when Omicron dominated. We examine which factors facilitated or prevented infection with SARS-CoV-2 in ECEC centres, and if these differed between different phases within wave 4 (Delta) and 5 (Omicron). METHODS: Since August 2020, a weekly online survey among approximately 8000 ECEC managers has been conducted, monitoring both incident SARS-CoV-2 infections and protective measures taken. We included data from calendar week 26/2021 to 05/2022. We estimate the probability of any infections and the number of SARS-CoV-2 infections in children, parents and staff using random-effect-within-between (REWB) panel models for binomial and count data. RESULTS: While children, parents and staff of ECEC centres with a high proportion of children from families with low socioeconomic status (SES) have a higher risk of infections in the beginning of wave 4 (OR up to 1.99 [1.56; 2.56]), this effect diminishes for children and parents with rising incidences. Protective measures, such as wearing face masks, tend to have more extensive effects with rising incidences in wave 5 (IRR up to 0.87 [0.8; 0.93]). Further, the protective effect of vaccination against infection among staff is decreasing from wave 4 to wave 5 (OR 0.3 [0.16; 0.55] to OR 0.95, [0.84; 1.07, n.s.]). The degree of transmission from staff to child and from staff to parent is decreasing from wave 4 to wave 5, while transmission from child to staff seems to increase. CONCLUSION: While Omicron seems to affect children and parents from ECEC centres with families with all SES levels more equally than Delta, the protective effect of vaccination against infection is decreasing and the effect of protective measures like face masks becomes increasingly important. In order to prevent massive closures of ECEC centres due to infection of staff, protective measures should be strictly adhered to, especially to protect staff in centres with a high proportion of children from families with low socioeconomic status.

COVID-19 infections in day care centres in Germany: social and organisational determinants of infections in children and staff in the second and third wave of the pandemic.

BACKGROUND: During the SARS-CoV-2 pandemic, German early childhood education and care (ECEC) centres organised children's attendance in different ways, they reduced opening hours, provided emergency support for a few children, or closed completely. Further, protection and hygiene measures like fixed children-staff groups, ventilation and surface disinfection were introduced in ECEC centres. To inform or modify public health measures in ECEC, we investigate the occurrence of SARS-CoV-2 infections among children and staff in ECEC centres in light of social determinants (i.e. the socioeconomic status of the children) and recommended structural and hygiene measures. We focus on the question if the relevant factors differ between the 2nd (when no variant of concern (VOC) circulated) and the 3rd wave (when VOC B.1.1.7 (Alpha) predominated). METHODS: Based on panel data from a weekly online survey of ECEC centre managers (calendar week 36/2020 to 22/2021, ongoing) including approx. 8500 centres, we estimate the number of SARS-CoV-2 infections in children and staff using random-effect-within-between (REWB) panel models for count data in the 2nd and 3rd wave. RESULTS: ECEC centres with a high proportion of children with low socioeconomic status (SES) have a higher risk of infections in staff and children. Strict contact restrictions between groups like fixed group assignments for children and fixed staff assignments to groups prevent infections. Both effects tend to be stronger in the 3rd wave. CONCLUSION: ECEC centres with a large proportion of children with a low SES background and lack of using fixed child/staff cohorts experience higher COVID-19 rates. Over the long run, centres should be supported in maintaining recommended measures. Preventive measures such as the vaccination of staff should be prioritised in centres with large proportions of low SES children.

[SARS-CoV-2 incidence, transmission, and containment measures in daycare centers during the COVID-19 pandemic-findings from the Corona Daycare Study]. / Infektionsgeschehen und Eindämmungsmaßnahmen in Kitas während der COVID-19-Pandemie ­ Erkenntnisse aus der Corona-KiTa-Studie.

BACKGROUND: Daycare centers are of substantial sociopolitical and pedagogical relevance; at the same time, the close contact of children in daycare groups among each other and with employees favors the transmission of infections. In the COVID-19 pandemic, questions arose about how infection events occur in daycare centers, what role daycare children play in the pandemic, and what protective and hygienic measures are implemented in daycare centers. From 06/2020 to 12/2021, we conducted the "Corona Day Care Study," in which we address pedagogical and infection epidemiological topics in a joint approach. METHODS: In the study, data are collected from different sources. Official reporting data as well as weekly data from daycare centers in the so-called KiTa Register are continuously evaluated. In addition, SARS-CoV­2 outbreaks in daycare centers are investigated on site by repeated sample collection and interviews. RESULTS: SARS-CoV­2 infection incidence in daycare centers or in daycare-aged children was very dynamic from 03/2020 to 05/2021. In the second and third pandemic waves, the number of SARS-CoV­2 outbreaks in daycare centers rose sharply, accompanied by a substantial increase in daycare and group closures. Most recently, the proportion of affected children in outbreaks increased steadily. However, preliminary examinations of SARS-CoV­2 outbreaks (n = 28) revealed that, on average, only a fraction of daycare contact persons (6.8%) were infected by child index cases. Transmission frequencies differed markedly between the individual daycare centers. DISCUSSION: The combination of regularly collected reporting and survey data as well as outbreak investigations allows a multilayered monitoring and understanding of infection events in daycare centers; its findings could be incorporated into recommendations for public health measures.

The Home Learning Environment in the Digital Age-Associations Between Self-Reported "Analog" and "Digital" Home Learning Environment and Children's Socio-Emotional and Academic Outcomes.

We analyzed the association between the analog and the digital home learning environment (HLE) in toddlers' and preschoolers' homes, and whether both aspects are associated with children's social and academic competencies. Here, we used data of the national representative sample of Growing up in Germany II, which includes 4,914 children aged 0-5 years. The HLE was assessed via parental survey that included items on the analog HLE (e.g., playing word games, reading, and counting) and items on the digital HLE (e.g., using apps or playing with apps). Children's socio-emotional, practical life skills, and academic competencies were assessed via standardized parental ratings. Our results indicate that there are two dimensions of the HLE, an analog and a digital, that are slightly positively associated, especially in the toddler age group. For toddlers, only analog HLE activities were associated with better socio-emotional outcomes and practical life skills. However, interaction effects indicate that toddlers with less frequent analog HLE activities showed better socio-emotional skills in households with more frequent digital activities. For preschoolers, digital HLE activities were associated with weaker socio-emotional skills but higher academic skills, although the analog HLE shows higher effect sizes for the academic outcomes. Our study points out that analog and digital HLE activities seem to be partly associated, but not interchangeable. Further, they seem to be important variables that can explain individual differences in young children's socio-emotional, practical life, and academic competencies. However, digital media usage at home may also have negative effects on children's social-emotional competencies. This association needs to be investigated further.