Table 3.

Correlates of children’s dietary intake, physical activity and sedentary behavior.

Author, date, location	Study population (educators, children)	Outcome assessment method	Correlates assessed	Correlates identified	Social Ecological Framework Domain Association
Nutrition – Dietary intake
Cuadrado-Soto et al. 2019 Rhode Island, US	118 HBCC educators 366 children age 2–5 years	Food intake assessed using the DOCC over 2 days in HBCC Mean critical nutrient density per 1000 kcal calculated for 12 vitamins and 10 minerals	Age 2–3 years vs 4–5 years	Vitamin B12 higher in younger than older children (3.3 ± 1.6 µg/1000 kcal vs 3.0 ± 1.8 µg/1000 kcal, p < 0.05)Potassium higher in younger than older children (1670.2 ± 490.4 mg/1000 kcal vs 1572.8 ± 443.6 mg/1000 kcal, p < 0.05)Zinc densities higher in younger than older children (6.2 ± 2.1 mg/1000 kcal vs 5.3 ± 1.5 mg/1000 kcal, p < 0.05)Sodium:potassium ratio higher in the older children (1.12 ± 0.5 vs 1.05 ± 0.6, p < 0.05)	Intrapersonal
Ramirez et al 2020 Rhode Island, US	120 HBCC educators 374 children age 2–5 years	Food intake assessed using the DOCC over 2 days in HBCC Food items in major food groups identified, mean food group intake per HBCC calculated and proportion of food item to its respective major food group was calculated	Ethnicity Latino vs non-Latino	Mean servings intake of legumes higher for children cared for by Latino educators compared to non-Latino educators (0.06 (0.07) vs 0.0 (0.00), p < 0.00) Higher total grain foods intake associated with children cared for by non-Latino educators compared to non-Latino educators (0.60 ± 0.27 vs 0.70 ± 0.32, p < 0.00) Mean servings intake of oils higher for children cared for by Latino educators compared to non-Latino educators (0.12 (0.11) vs 0.05 (0.11); p < 0.00) Mean servings intake of vegetable oils higher for children cared for by Latino educators compared to non-Latino educators compared to non-Latino educators (0.16 (0.13) vs 0.12 (0.19); p < 0.00)	Interpersonal
Tovar et al. 2018b North Carolina US	133 HBCC educators Final model included 125 HBCCs Number of children not specified	Food intake assessed using the DOCC over 2 days in HBCC Diet quality calculated using the HEI	Educator feeding practices assessed using a modified version of the EPAO	Higher child HEI scores positively associated with autonomy-support practices (Estimate 9.4; 95 % CI 3.9, 15.0, p = 0.00)	Interpersonal
Tovar et al. 2020 Rhode Island, US	119 HBCC educators 374 children age 2–5 years	Food intake assessed using the DOCC over 2 days in HBCCDiet quality calculated using the HEI-2015 (higher scores indicate closer adherence to guidelines)	Educators socio-demographics reported via survey Variables assessed: gender, ethnicity, race, age, income, marital status, income, childcare experience, number of children in care, average hours of HBCC, CACFP participation, years in US, country of origin, language spoken at home, language spoken at HBCC	Higher child HEI-2015 scores positively associated with:Latinx educators (beta = 6.5, SE = 2.4, p = 0.01) (adjusted for income, ethnicity and CACFP) High total vegetables score associated with: Latinx educators (2.2 (1.4) vs 1.5 (1.3), p = 0.02) Higher greens/beans score associated with: Latinx educators (2.7 (2.0) vs 0.5 (1.1), p = 0.00) Lower income educators (2.5 (2.1) and 2.3 (2.1) vs 0.6 (1.0), p = 0.00) Higher total protein foods score associated with: Latinx educators (3.7 (1.5) vs 2.8 (1.7), p = 0.01) Lower income educators (3.9 (1.4) and 3.6 (1.5) vs 2.6 (1.9), p = 0.02) Higher seafood and plant protein foods score associated with: Latinx educators (2.8 (2.0) vs 1.1 (1.7), p < 0.00) Lower income educators (3.1 (2.2) and 2.4 (2.1) vs 0.9, p = 0.00) Higher refined grain foods associated score with: Latinx educators (5.4 (3.3) vs 3.8 (3.0), p = 0.01)	Interpersonal
Benjamin-Neelon et al. 2018 North Carolina, US	166 HBCC educators 496 children aged 1.5–4 years	Food intake assessed using the DOCC over 2 days in HBCC Diet quality calculated using the HEI	Nutrition best practices assessed via the EPAO	Higher child HEI score associated with:Higher EPAO total nutrition score (1.16; 95 % CI: 0.34, 1.98; p = 0.01),Foods provided (8.98; 95 % CI: 3.94, 14.01; p = 0.00),Nutrition education (5.37; 95 % CI: 0.80, 9.94; p = 0.02),Nutrition policy (2.36; 95 % CI: 0.23, 4.49; p = 0.03)	Organizational
Tovar et al. 2018a North Carolina US	166 HBCC educators 495 children aged 1.5–4 yearsMean 7.2 (3.6) children	Food intake assessed using the DOCC over 2 days in HBCC Diet quality calculated using the HEI-2010	Food served and consumed assessed using the DOCC over 2 days in HBCC Diet quality calculated using the HEI	Higher child HEI-2010 score of foods consumed associated with:Higher HEI-2010 score of foods served (Estimate 0.96, 95 % CI 0.91, 1.02; p < 0.00)	Organizational
Physical activity and sedentary behaviors
Chai, Rice-McNeil and Trost 2020 Oregan, US	41 HBCC educators 127 children aged 2–5 years	ActiGraph GT1M accelerometer worn over a week in HBCC 15 s epochsPate cut points Sedentary bout ≥ 4 consecutive 15 s epochs with<25 counts each epoch. Short bouts: 1.0–4.9 min Medium bouts: 0–9.9 min Long bouts: 10.0–14.9 min (long) Extended bouts ≥ 15 min	Gender NAPSACCPractices categorized as promoting physical activity (PPA) or not promoting physical activity (non-PPA)	Total number of sedentary bouts and short sedentary bouts higher with girls (41.6 vs 36.6; p = 0.002); (36.0 vs 30.8; p = 0.00) Short bouts<5 min higher with girls (36.0 vs 30.8; p < 0.00) No significant differences in medium, long or extended bouts Fewer sedentary bouts associated with PPA HBCC’s compared to non-PPA for the following categories:Daily outdoor active play (38.3 ± 1.2 vs 43.9 ± 1.7; p = 0.00) Children not seated for more than 30 min at a time (38.6 ± 1.4 vs 43.2 ± 1.8; p = 0.01)Computer use limited to only a few times a week (37.5 ± 0.9 vs 44.0 ± 1.7, p = 0.00)Fixed play equipment available (39.0 ± 1.4 vs 43.3 ± 2.0, p = 0.02) Active play using portable play equipment provided daily (38.2 ± 1.3 vs 42.4 ± 1.7; p = 0.01)Educator routinely played with children during active free play time (37.4 ± 1.3 vs 42.7 ± 1.5; p = 0.00)Educator read books or played games with physical activity (39.6 ± 1.5 vs 44.0 ± 2.3; p = 0.02) Education about PA was offered to parents (35.5 ± 1.6 vs 40.4 ± 1.1; p = 0.01) 4 ≥ significant PPA characteristics (37.5 ± 0.8 vs 49.6 ± 2.1; p < 0.00) Less sedentary time in short bouts associated with PPA HBCC compared to non-PPA for the following categories:Daily outdoor active play (60.0 ± 1.6 vs 68.7 ± 3.1; p = 0.02) Children not seated for more than 30 min at a time (59.9 ± 2.1 vs 67.2 ± 2.4; p = 0.02)Computer use limited to only a few times a week (59.2 ± 1.6 vs 71.6 ± 3.0; p < 0.00)Active play using portable play equipment provided daily (59.4 ± 1.8 vs 66.2 ± 2.4; p = 0.02) Educators routinely played with children during active free play time (57.8 ± 1.8 vs 67.7 ± 2.2; p = 0.00) Educators read books or played games with physical activity (62.0 ± 2.6 vs 71.4 ± 4.0; p = 0.01)Education about PA was offered to parents (56.4 ± 2.8 vs 63.7 ± 1.7; p = 0.03) 4 ≥ significant PPA characteristics (59.3 ± 1.4 vs 80.3 ± 3.9; p < 0.00) Less sedentary time in medium bouts associated with HBCC classified as promoting physical activity for the following categories compared to non-PPA: Children not seated for more than 30 min at a time (24.2 ± 2.1 vs 31.2 ± 2.7; p = 0.00)Active play using portable play equipment provided daily (24.3 ± 2.1 vs 28.7 ± 2.6; p = 0.04)Indoor play space available for all activities (19.7 ± 2.8 vs 26.0 ± 1.9; p = 0.02) Educator routinely played with children during active free play time (23.4 ± 2.2 vs 26.0 ± 1.7; p = 0.01)Education about PA was offered to parents (21.6 ± 2.7 vs 26.7 ± 2.1; p = 0.04) 4 ≥ significant PPA characteristics (21.1 ± 1.1 vs 33.5 ± 3.0; p < 0.00)	Intrapersonal Organizational
Kang et al. 2021 Rhode Island and Massachusetts, US	118 HBCC educators 342 aged 2–5 years	Triaxial GT3XTM ActiGraph accelerometers worn for 2 days 5 sec epochs Freedson et al. cut points *naptime included in analysis Correlates were reported for the full dataset and the upper median-half of wear time data set however only significant findings from the full dataset are reported in this review	Survey assessed age, sex and ethnicity (Hispanic vs non-Hispanic)	% time sedentary positively associated with: Younger children aged 2-years compared to 4–5 year olds (66.3 % vs 62.6 %, p = 0.033) % time in moderate physical activity positively associated with: Older children- 2-year olds vs 3-year olds vs 4–5 yr olds (5.1 % vs 6.0 % vs 6.7 %; p < 0.001)Males vs females (6.3 ± 2.1 vs 5.5 ± 2.0, p = 0.01) % time in MVPA positively associated with: Older children- 2-year olds vs 2-year olds vs 4–5 yr olds (7.4 % vs 9.1 % vs 10.6 %, p < 0.001)Males vs females (9.7 ± 3.4 vs 8.1 ± 3.3, p = 0.00) % time in vigorous activity positively associated with: Older children 2-year olds vs 3-year olds vs 4–5 yr olds (2.3 % vs 3.1 % vs 3.9 %, p < 0.00)Males vs females (3.4 ± 1.5 vs 2.7 ± 1.4, p = 0.00)	Intrapersonal
Rice et al. 2014 Oregon, US	47 HBCC educators 114 children aged 2–5 years	ActiGraph GT1M accelerometer worn for 2–5 days.Van Cauwnberghe et al. cut points	Gender, body mass index and age group (2–3 year olds and 4–5 year olds)	Higher MVPA associated with: Gender - boys compared to girls Age- healthy weight 4–5 year olds compared to healthy weight 2–3 years old BMI- Healthy weight children aged 4–5 years compared to overweight and obese children aged 4–5 year age category Higher total physical activity associated with: Gender- boys compared to girls Age- healthy weight 4–5 years old compared to healthy weight 2–3 years BMI- Healthy weight children aged 4–5 years compared to overweight and obese children aged 4–5 year age category (exact values not reported)	Intrapersonal
Temple et al. 2009 British Columbia, Canada	23 HBCC educators 65 children aged 3–5 years	Actical™ accelerometers worn for 1–4 days 15 sec epochs Pfeiffer et al. cut points	Gender	No gender-related differences were detected sedentary behavior and light, moderate-vigorous and vigorous physical activity	Intrapersonal
Gunter et al. 2012 Oregan, US	45 HBCC educators 136 children aged 2–5 years	ActiGraph GT1M accelerometers worn 2 or more days. Pate et al. cut points. Epochs not reported	NAP SACC Categories condensed to promoting physical activity or not promoting physical activity	Higher total activity associated with HBCC classified as promoting physical activity for the following categories compared to non-PPA: Daily outdoor active play (32.2 (1.0) vs 28.6 (1.3) min/hr, p = 0.00)Variety of fixed play equipment (32.2 (1.0) vs 28.9 (1.3) 0.002, p = 0.00)Active play using portable play equipment provided daily (31.7 (1.0) vs 29.3 (1.4) , p = 0.04)Indoor play space is available and suitable for all activities (33.6 (1.4) vs 31.0 (1.0) , p = 0.03) Educator often or always plays with children during active (free) play time (32.1 (1.1) vs 29.6 (1.2), p = 0.01) Educator receives training or attends workshops on PA 1 or more times per year (33.1 (1.2) vs 30.3 (1.1), p = 0.01)Four or more significant PPA characteristics (32.3 (1.1) vs 28.8 (1.2) , p = 0.00)	Interpersonal Organizational
Mazzucca, et al. 2018 North Carolina, US	165 HBCC educators rs 495 children aged 1.5–4.0 years	ActiGraph GT3X + accelerometers for 2 non-consecutive days. 15-second epoch.Pate et al. cut points	EPAO	No associations reached statistical significance	Interpersonal Organizational
Tucker et al. 2015 London, Ontario, Canada	11 HBCC educators 20 children aged 2.5–5 years	Actical™ accelerometers worn for 3–5 days during childcare hours. 15 sec epochs Pfeiffer et al. cut points	EPAO - five sedentarybehavior subscales examined during 1-day observation period	Sedentary time positively associated withstaff behavior scores* (β 1.45; 95 % CI: −0.17, 2.91; p = 0.03) * Higher scores indicated more sedentary environments	Interpersonal Organizational
Vanderloo et al. 2015 London, Ontario, Canada	11 HBCC educators 20 children aged 2.5–5 years	Actical™ accelerometers worn for 3–5 days during childcare hours. 15 sec epochs Pfeiffer et al. cut points	EPAO - eight physical activity subscales examined during 1-day observation period	No significant relationships were observed between the 8 EPAO subscales and children's physical activity	Interpersonal Organizational
Neshteruk et al. 2018, North Carolina, US	166 HBCC educators 496 children aged 1.5–4 years	ActiGraph GT3X + accelerometers for 2 non-consecutive days 15-second epochEvenson et al. and Pate et al. cut points	EPAO Indoor environment, portable play equipment, and the outdoor environment	Higher MVPA associated with indoor space available in the adjusted model (β = 0.33 (SE = 0.16); p = 0.03)	Organizational

Abbreviations: BMI- body mass index, DOCC- Diet Observation at Child Care, EPAO- Environment and Policy Assessment and Observation, HEI- healthy eating index, HBCC- home-based childcare, MVPA- moderate‐to‐vigorous physical activity, NAPSACC- Nutrition and Physical Activity Self- Assessment for Child Care, PPA- promoting physical activity.