Building the Foundation of Aquatic Literacy in 4–6 Years-Old Children: A Systematic Review of Good Pedagogical Practices for Children and Parents
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19 mai 2022
- handle: 10670/1.r7vsx4
- hal: hal-04289976
- doi: 10.3390/ijerph19106180
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info:eu-repo/semantics/altIdentifier/doi/10.3390/ijerph19106180
http://hal.archives-ouvertes.fr/licences/copyright/ , info:eu-repo/semantics/OpenAccess
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swimming intervention can swim parental supervision preschoolers -bio]/Santé publique et épidémiologieSujets proches
Childhood Youngsters Pedology (Child study) Kids (Children)Citer ce document
Léa Mekkaoui et al., « Building the Foundation of Aquatic Literacy in 4–6 Years-Old Children: A Systematic Review of Good Pedagogical Practices for Children and Parents », HAL-SHS : sciences de l'éducation, ID : 10.3390/ijerph19106180
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Résumé
Children between the ages of 4–6 years represent the population most affected by drowning accidents, while their early involvement in physical activity, and more specifically in aquatic activities is a key factor in their future physical life journey. The systematic review’s purpose was to identify aspects in the intervention’s studies with children and/or their parents that had a significant impact on the Aquatic Literacy (AL) dimensions mentioned as motor, psychological, affective, and cognitive. The PICO method was used to define the research question and PRISMA checklist searched for articles in nine databases: Cochrane, Embase, ERIC, ProQuest, PsychInfo, PubMed, Scopus, SportDiscus, and Web of Science. Eligibility criteria were: (1) English language, (2) primary research, (3) population of 4–6 year old children or their parents, (4) intervention study design, and (5) results related to at least one of the AL domains. The strength of evidence and the risk of bias were assessed. Results showed relatively poor number of studies for such a vulnerable population regarding the drowning risk (n = 8 for parents and n = 14 for children intervention). Studies did not show a consensus on which educational approach was more beneficial than others. Concerning parental education, results were rather homogeneous, especially concerning the theoretical frameworks employed and the relevancy to include parents in swimming programs. The development of pedagogical tools for promotion and evaluation, based on the AL theoretical framework, could help to clarify the question of “how to teach” children to prevent drowning and engage young children in long-term physical activities