Unlocking the forest: An ethnographic evaluation of Forest Schools on developmental outcomes for 3-year-olds unaccustomed to woodland spaces.

Background And Purpose: Early years experiences shape a child's physical, cognitive and emotional development. Spending time in greenspaces offers benefits for children's development, but access and use can be limited in urban settings. There is increasing interest in the health and developmental benefits of Forest Schools for primary-aged children, but little is known about the benefits for pre-school children.

Utilization of Single-Incision Laparoscopy in the Management of Ingested Magnets.

A ban on neodymium magnets was lifted by the U.S. Consumer Product Safety Commission in 2016.

Interventions targeting children and young people's physical activity behavior at home: A systematic review.

Background And Purpose: Increased time at home during the COVID-19 pandemic significantly decreased children's physical activity. This systematic review aimed to evaluate the effectiveness of children's home-based physical activity interventions, and identify 'active ingredients' underpinning these.

Methods: Databases searched-AMED, PsychINFO, CINAHL, Cochrane, EMBASE, PubMed/Medline, Scopus, SPORTDiscus and Web of Science, from inception until June 2022.

Evaluation of the Effectiveness of a Whole-System Intervention to Increase the Physical Activity of Children Aged 5 to 11 Years (Join Us: Move Play, JU:MP): Protocol for a Quasiexperimental Trial.

Background: Daily physical activity is vital for the health and development of children. However, many children are inactive. Previous attempts to achieve sustained increases in daily physical activity in children have been ineffective.

Child and family experiences of a whole-systems approach to physical activity in a multiethnic UK city: a citizen science evaluation protocol.

Introduction: Whole-systems approaches are being adopted to tackle physical inactivity. The mechanisms contributing to changes resulting from whole-systems approaches are not fully understood. The voices of children and families that these approaches are designed for need to be heard to understand what is working, for whom, where and in what context.