Using a longitudinal sample of Chinese immigrant families, the current study examined parent-child acculturation discrepancy as an ongoing risk factor for delinquency, through the mediating pathway of parental knowledge of the child’s daily experiences relating to child’s contact with deviant peers. Based on the absolute difference in acculturation levels (tested separately for Chinese and American orientations) between adolescents and parents, one parent in each family was assigned to the “more discrepant” group of parent-child dyads, and the other parent was assigned to the “less discrepant” group of parent-child dyads. To explore possible within-family variations, the mediating pathways were tested separately among the more and less discrepant groups. Within each group, the mediating pathway was further compared between father- and mother-adolescent dyads from different families. Structural equation modeling showed that the proposed mediating pathways were significant only in the more discrepant parent-adolescent dyads. For more discrepant dyads, especially those discrepant in American orientation, a high level of parent-child acculturation discrepancy is related to less parental knowledge, which is related to adolescents having more contact with deviant peers, which in turn leads to more adolescent delinquency. This mediating pathway is significant concurrently, within early and middle adolescence, and longitudinally, from early to middle adolescence. Among the more discrepant dyads, the relationship between parent-child acculturation discrepancy and parental knowledge was stronger for father-adolescent dyads than it was for mother-adolescent dyads. / text

Tyrimo tikslas - nustatyti vaikystėje patirtų tėvų skyrybų sąsajas su paauglių mokymosi pasiekimais bei santykiais su bendraamžiais. Tyrime dalyvavo 206 X-XII klasių mokinių iš trijų Kauno vidurinių mokyklų. Iš jų 100 vaikinų (48,5 %), 106 merginos (51,5 %). Tiriamųjų amžius nuo 16 iki 19 metų (merginų bei vaikinų amžiaus vidurkis 17 metų). 137 (66,5 %) tiriamieji gyvena pilnose šeimose ir 69 (33,5 %) išsiskyrusiose. Tėvų ir paauglio santykiai buvo vertinami Tėvų-vaiko santykių klausimynu (ang. Parent-Child Relationship Survey) (Fine, Moreland, Schwebel, 1983). Paauglių santykiai su bendraamžiais įvertinti Subjektyvios socialinės adaptacijos skale (Legkauskas, 2000). Papildomai tyrimui sukurti klausimai skirti įvertinti tiriamųjų demografinius duomenis, mokymosi pasiekimus bei tėvų skyrybų patirtį. Tyrimo rezultatai parodė, jog vaikystėje tėvų skyrybas patyrusių merginų mokymosi pasiekimai yra žemesni nei merginų iš pilnų šeimų, tačiau vaikinų grupėje reikšmingi mokymosi pasiekimų skirtumai nenustatyti. Remiantis tyrimo rezultatais, vaikystėje tėvų skyrybas patyrusių paauglių santykiai su bendraamžiais nesiskiria nuo paauglių iš pilnų šeimų. Vaikinų, vaikystėje patyrusių tėvų skyrybas, santykiai su tėvu blogesni nei vaikinų iš pilnų šeimų. Tuo tarpu merginų, vaikystėje patyrusių tėvų skyrybas, santykiai su mama blogesni nei merginų iš pilnų šeimų. Tyrimu išsiaiškinta, jog geresni vaikinų santykiai su mama, po vaikystėje įvykusių tėvų skyrybų, susiję su aukštesniais jų... [toliau žr. visą tekstą] / The aim of the study was to identify parents’ divorce in childhood relations with adolescents` academic achievement and relationships with peers. 206 students from three Kaunas secondary schools (X-XII grade) took part in the study. 100 of them were boys (48,5 %) and 106 were girls (51,5 %). Subjects were from 16 to 19 years old (boys and girls average of age 17). 137 (66,5 %) subjects were from nuclear families and 69 (33,5 %) subjects lived in divorced families. Parents` and adolescent relationships were measured by Parent-Child Relationship Survey (Fine, Moreland, Schwebel, 1983). Adolescents` relationships with peers were measured by Subjective social adaptation scale (Legkauskas, 2000). Additional questions were created for this study to measure subjects` demographic data, academic achievement and experience of parents’ divorce. The results of the study showed that girls who experienced parents` divorce at childhood, have lower academic achievement than girls from nuclear families. However, no academic achievement differences were identified in boys group. According to the results of this study, adolescents who experienced parents` divorce in their childhood, do not have different relationships with peers than adolescents from nuclear families. Boys who experienced parents` divorce at childhood, have worse relationships with their father than boys from nuclear families. Whereas girls who experienced parents` divorce at childhood, have worse relationships with their... [to full text]

It is well established that there is an increase in substance use among college students. In the literature, this increase in use has been attributed to different personality factors, such as sensation seeking. However, what has not received sufficient attention is the possibility that the new peer groups, afforded by the transition to college, introduce unique influence on the relationship between personality and substance use. The purposes of the current study were to explore whether personality predicted substance use across the transition to college whether peer substance use moderated that relationship. The current study examined developmentally the relations among personality, peers, and substance use as students transitioned to college. It built upon previous work by disentangling how the multifaceted trait of impulsivity may interact with the aspects unique to the transition to college, such as dynamic peer groups and substance use behavior in different contexts. This study added to the literature as it was the first to examine negative urgency and its relation to peer influence. The results of the current study aid in understanding the development of substance use among college students and the environmental contexts likely to influence use across time. Participants (N= 229) were assessed longitudinally in order to examine changes in substance use. The participants completed an array of measures that included personality measures (i.e. sensation seeking and negative urgency), a life history calendar of substance use, a measure of problematic alcohol use, and a questionnaire examining the substance use of peers. The current study suggests differences in the way that sensation seeking and negative urgency predict alcohol use and problematic drinking across the transition to college and demonstrated that peers’ drinking had a moderating effect on the relationship between personality and drinking during particular times during the transition to college.

This report describes the evolution of a prototype portable amenity kiosk to be used by female outdoor sex workers. Following recommendations by Benoit and Millar (2001 pg. 96), I have worked collaboratively with Prostitutes Empowerment, Education and Resource Society (PEERS) to find solutions to two serious problems affecting the outdoor sex trade: 1. The lack of safety, security and well being for on-street sex workers; 2. The persistent negative perception of sex workers by the public, linked to depression and low self-worth. Through small focus groups with sex workers held at PEERS, interviews with social service providers and deep phenomenological immersion in the community, this research has attempted to elicit a strategy for making life on the street safer and better. Central to this thesis is the idea of a portable kiosk that would facilitate a cooperative, rather than territorial model of soliciting. This kiosk or Office idea was introduced at the outset of the meetings with sex trade workers. The concept was presented as a way to improve safety, self-worth, sense of place and level power relations between sex trade workers and their clients. The focus groups revealed that the participants were unanimously in favour of this cooperative or team based model and were forthcoming with design suggestions. The final design that emerged was a small, well-lit shelter with seating for three, safe storage for valuables, and a small toilet. The kiosk will be a stand-alone base for a self-selected, nonhierarchical group of five women per shift. It will be serviced and resituated in low impact areas every two weeks, freeing any given location from becoming a permanent host. This report explains my rationale for the project, outlines some of the preconditions that can lead to the deplorable experience of working on the street and the often repeated cycle of the “whore stigma,” resulting in sex workers being “sequestered” in the most desolate and dangerous parts of town. It argues that the sculptural design of the kiosk and its concomitant referential associations will help mitigate these conditions. Soliciting is illegal, and the issues of abetting this activity in relation to the police, city officials, local business, and the community at large are discussed. Finally, the obdurate physical presence of the kiosk as material discourse is the culmination of the findings of this research project although it still poses many questions. The stage is now set for field testing by PEERS, public discussion and introduction to the wider community.

国立情報学研究所で電子化したコンテンツを使用している。

Dans ce travail de recherche, nous nous interrogeons sur les modalités d’enseignement/apprentissage du FLE dans une classe multilingue et multi-niveaux en FLE (A1-B2+). Notre terrain : un public d’une vingtaine d’apprenants au pair venus étudier en France pour un an et disposant d’une journée par semaine pour venir assister au cours de français, dans un contexte multi-niveaux. Notre recherche se fonde sur trois corpus. Le corpus 1 rassemble les évaluations diagnostiques et finales de ces apprenants. L’analyse quantitative du corpus 1 révèle une progression dans toutes les capacités langagières, quasi comparable aux statistiques de progression du CECR. Le corpus 2 est composé d’une trentaine de questionnaires d’enquête dans lesquels les apprenants au pair évaluent leurs progrès ainsi que les aspects positifs et négatifs de ce contexte d’apprentissage. Nous avons codé leurs réponses en plusieurs catégories : 67 % des catégories recensées ont une valeur positive (Révisions, stimulation, tutorat, exercices adaptés au niveau) et 33% évoquent des aspects négatifs (progression parfois lente, frustration, disponibilité de l’enseignant insuffisante). Nous montrons comment les concepts issus des approches communicatives et actionnelles peuvent justifier de la pertinence d’une classe multi-niveaux en milieu homoglotte. Notre hypothèse est de dire que l’agir enseignant escorte le processus d’apprentissage dans ce contexte et vient compléter le bain linguistique. Quels sont alors les gestes professionnels récurrents spécifiques à ce contexte didactique ? Dans le corpus 3, nous avons filmé 15 heures de classe et nous analysons, à l’aide d’un synopsis, la structure des séances ainsi que les gestes didactiques (dispositifs, régulations et mémoire didactique). Des transcriptions d’interactions viennent illustrer nos analyses. Il se dégage une « grammaire de l’action didactique » dont la logique combine 5 modalités de regroupements possibles avec 3 manières différentes de didactiser les supports. / We wonder about the ways of teaching/learning the FLE (French as a foreign language) in a multilingual and multi-level (A1 - B2 +) class. This research concern au pair learners in France for a year and attending French class once a week, in a multi-level context. Our research is based on three corpus. Corpus 1 compare the diagnostic and final results of these learners. The quantitative analysis reveals that they improve in all language skills, which is almost comparable to the CECR progression statistics. Corpus 2 is composed of thirty survey questionnaires in which learners evaluate their progress as well as the positive and negative aspects of this learning context. We have coded their responses in several categories: 67% of the identified categories have a positive value (Revisions, stimulation, tutoring and exercises tailored to the level) and 33% evoke negative aspects (sometimes slow progress, frustration, insufficient teacher availability). We show how the concepts from the communicative and task-based approaches can justify the relevance of a multi-level homoglotte class. Our hypothesis is that the actions of the teacher escort the learning process in this context and complement the full-immersion. In this educational context-specific, what are the recurring professional actions? In the corpus 3, we have filmed 15 hours of class and using a synopsis, we analyze the structure of the sessions as well as the educational actions (devices, regulations and teaching memory). The transcriptions of interactions illustrate our analysis. This leads us to propose a "grammar of the didactic action" whose logic combines 5 way of grouping the students as well as three different ways of apprehending didactically the documents for the class.

Depuis la fin des années soixante et les «mouvements de libération sexuelle», les représentations de la virginité ont évolué. Les femmes ont lutté contre cet ordre moral et culturel régissant leur sexualité. Toutefois, sans amoindrir l’importance du sens donné à cette entrée dans la sexualité. La diffusion de la contraception a permis aux jeunes filles de se libérer de la crainte d’une maternité non souhaitée. Ainsi, depuis quarante ans, filles et garçons débutent leur sexualité à des âges équivalents c’est-à-dire à 17 ans. Depuis le milieu du XXe siècle, il existe une privatisation des conditions d’entrée dans la vie sexuelle. Elle devient ainsi une expérience subjective, structurante, enveloppée de doutes et de craintes quant aux conséquences de ce choix. Cependant, elle reste un événement important (BOZON, 2012). Les données statistiques n’offrent que des informations partielles concernant les conditions d’entrée dans la sexualité des jeunes (LAGRANGE, LHOMOND, 1997) (BAJOS, BOZON, 2008), d’où la nécessité d’opter pour une méthode qualitative, s’attachant à comprendre les logiques individuelles. L’objectif de cette thèse sera de comprendre quels sont les différents acteurs qui participent à la transmission d’un savoir sur la sexualité et comment ces discours peuvent être empreints de normes relatives aux conditions d’entrée dans la sexualité. De cette manière nous pourrons déterminer si ces injonctions normatives ont une influence dans les représentations et les premières expériences sexuelles adolescentes. Pour répondre à cette problématique, ce travail de thèse est divisé en deux parties distinctes. La première partie porte sur la transmission de savoirs sur la sexualité. Nous essayerons de voir comment s’acquièrent des connaissances relatives au champ sexuel par le biais de différentes instances de socialisation (école, famille, pairs). Ainsi le chapitre 1 sera consacré à l’éducation à la sexualité qui est faite dans les écoles. La transmission de ce savoir est le fruit d’une médiation entre les personnels chargés de cet enseignement et des problématiques de santé publique qui s’inscrivent dans une perspective historique. Le chapitre 2 sera consacré au rôle de la famille, elle peut, à l’instar de l’école, prodiguer des conseils liés à la prévention des risques d’IST ou de grossesses non désirées, mais son rôle ne s’arrête pas là. En effet la famille est souvent prescriptrice de conduites et de principes moraux qu’ils souhaitent inculquer aux jeunes. Le troisième chapitre sera consacré au rôle des pairs dans la transmission de connaissances sur la sexualité. Les confidents et les amis représentent une ressource non négligeable dans l’apprentissage de ces connaissances, notamment à travers le partage d’expériences. Chacune de ces instances de socialisation met en avant des normes censées régir les conditions d’entrée dans la vie sexuelle. Elles peuvent être liées à l’âge, le genre, le mariage, les sentiments amoureux et conditionnent les premières pratiques sexuelles. Dans la deuxième partie de cette thèse, nous allons analyser les récits de premières expériences sexuelles. Nous verrons ainsi dans quelle mesure les injonctions normatives présentées dans la partie précédente ont eu une influence dans les pratiques sexuelles effectives des jeunes. Le chapitre 4 sera ainsi dédié aux scripts sexuels (GAGNON, 2008) que les adolescents construisent avant leur premier rapport. Ce sera l’occasion de souligner le rôle des médias, qui grâce aux séries télévisées destinées aux jeunes permettent à ces derniers de se projeter dans leurs relations amoureuses futures. Le chapitre 5 a pour but la présentation et l’analyse des biographies relatant les premières expériences sexuelles de nos interrogés. Nous verrons comment les biographies sexuelles peuvent être liées aux biographies relationnelles. Enfin, le chapitre 6 sera dédié à l’analyse des premières relations sexuelles de jeunes femmes homosexuelles. / Since the late sixties and the "sexual liberation movements", representations of virginity have evolved. Women have struggled against this moral and cultural order governing their sexuality. However, without diminishing the importance of the meaning given to this entry into sexuality. The spread of contraception has allowed girls to free themselves from the fear of unwanted maternity. Thus, for forty years, girls and boys have started their sexuality at equivalent ages, that is to say at 17 (BRUIT-ZAIDMAN, HOUBRE, KLAPISCH-ZUBER, SCHMITT-PANTEL, 2001). Since the mid-twentieth century, there has been a privatization of the conditions of entry into sexual life. It becomes a subjective experience, structuring, surrounded by doubts and fears as to the consequences of this choice. However, it remains an important event (BOZON, 2012). Lost in this society advocating individuality, young people would no longer stable benchmarks. According to the media, teenagers have deviant sexual practices. The media believes that young people experience their entry into sexuality in a miserable way. Each year, television channels offer their audience, reports, series that show the malaise, or even the malaise of young people face their sexuality. Pornography would be part of their daily lives, they would have no form of reflexivity in front of these images and would be credulous. They would imagine this sexuality as the reality. In the same way, they would become actors of amateur pornographic production, filmed using their mobile phone. The exit from childhood would be extremely violent, torn from innocence because of this bestial and unhealthy sexuality (LEVASSEUR, 2009). It is thus necessary to deconstruct these representations of juvenile sexuality, to free oneself from these alarmist discourses, in order to understand how young people experience their first sexual experiences, but also to determine the information they have before this first time. Statistical data offer only partial information concerning the conditions of entry into the sexuality of young people (LAGRANGE, LHOMOND, 1997) (BAJOS, BOZON, 2008), hence the need to opt for a qualitative method. tying to understand the individual logics.The aim of this thesis will be to understand which are the different actors involved in the transmission of knowledge about sexuality and how these speeches can be marked by norms relating to the conditions of entry into sexuality. In this way we will be able to determine if these normative injunctions have an influence in the representations and the first adolescent sexual experiences.To answer this problematic, this thesis work is divided into two distinct parts. The first part of this thesis deals with the transmission of knowledge about sexuality. We will try to see how knowledge about the sexual field is acquired through different socialization bodies (school, family, peers).In the second part of this thesis, we will analyze the stories of first sexual experiences. We will see to what extent the normative injunctions presented in the previous section have influenced the actual sexual practices of young people. To do this, we opted for a chronological approach.The study of sexual biographies shows a constant evolution of the representations of sexuality, which is why it seems to us indispensable in the second part of this thesis to take stock of the different stages of sexual life in adolescence, of to converse theoretical knowledge, sexual imaginations and actual sexual practices.

Although the use of peer assessment in MOOCs is common, there has been little empirical research about peer assessment in MOOCs, especially composition MOOCs. This study aimed to address issues in peer assessment in a MOOC-based composition course, in particular student perceptions, peer-grading scores versus instructor-grading scores, and peer commentary versus instructor commentary. The findings provided evidence that peer assessment was well received by the majority of student participants from their perspective as both peer evaluators of other students’ papers and as students being evaluated by their peers. However, many student participants also expressed negative feelings about certain aspects of peer assessment, for example peers’ lack of qualifications, peers’ negative and critical comments, and unfairness of peer grading. Statistical analysis of grades given by student peers and instructors revealed a consistency among grades given by peers but a low consistency between grades given by peers and those given by instructors, with the peer grades tending to be higher than those assigned by instructors. In addition, analysis of peer and instructor commentary revealed that peers’ commentary differed from instructors’ on specific categories of writing issues (idea development, organization, or sentence-level). For instance, on average peers focused a greater percentage of their comments (70%) on sentence-level issues than did instructors (64.7%), though both groups devoted more comments to sentence-level issues than to the two other issue categories. Peers’ commentary also differed from instructors’ in the approaches their comments took to communicating the writing issue (through explanation, question, or correction). For example, in commenting on sentence-level errors, on average 85% of peers’ comments included a correction as compared to 96% of instructors’ comments including that approach. In every comment category (idea development, organization, sentence-level), peers used a lower percentage of explanation—at least 10% lower—than did instructors. Overall, findings and conclusions of the study have limitations due to (1) the small size of composition MOOC studied and small sample size of graded papers used for the analysis, (2) the lack of research and scarcity of document archives on issues the study discussed, (3) the lack of examination of factors (i.e. level of education, cultural background, and English language proficiency) that might affect student participants’ perception of peer assessment, and (4) the lack of analysis of head notes, end notes, and length of comments. However, the study has made certain contributions to the existing literature, especially student perception of peer assessment in the composition MOOC in this study. Analysis of the grades given by peers and instructors in the study provides evidence-based information about whether online peer assessment should be used in MOOCs, especially composition MOOCs and what factors might affect the applicability and consistency of peer grading in MOOCs. In addition, analysis of the data provides insights into types of comments students in a composition MOOC made as compared to those instructors made. The findings of the study as a whole can inform the design of future research on peer assessment in composition MOOCs and indicate questions designers of peer assessment training and practice in such MOOCs could find helpful to consider.

The aim of this dissertation is to add to the development the knowledge base of bullying research with particular focus on processes of victimization within a Swedish context. The goal is to a contribute to understanding the consequences of being bullied by examining patterns of change in bullying victimization over time and how potential positive social interactions and relationships might promote the well-being of bullied children. A mix-methods research design was used, including quantitative data from a one-year longitudinal study, using individual data, from 3,347 pupils (grades 4 to 9, in 44 schools) and five in-depth qualitative interviews with former victims of bullying. From an overview of the research field it was concluded that there is a general shortage of theoretical perspectives within the field of bullying research. Correlation studies have linked negative health consequences with bullying. However, this kind of research design provides few insights into how and why bullied children experience the kinds of problems that they do. By adopting a theoretical understanding of how ‘self’ is realized through interactions with others, this dissertation moves beyond correlation- based explanations of the mechanisms behind the link between bullying and its consequences in order to be able to offer more targeted support for those schoolchildren who are, or have been subjected to bullying. An argument is made for the importance of understanding the social processes behind bullying It is argued that being subjected to bullying victimization is a transient life experience for about three quarters of the small cohort (about 7%) of Swedish schoolchildren who are victims of bullying at any one time. The trajectories of bullying experiences these children are unstable. However, the negative consequences are likely to remain even after the bullying has ceased. For others, the persistent victims (1.6%). the state of being bullied may become stable and continue over periods of years. Nevertheless, peers and teachers may serve as important resources in supporting transitory and continuing victims of bullying.

Résumé : Problématique : Puisque les enfants de moins de cinq ans passent environ 29 heures par semaine dans les milieux de garde et qu’ils apprennent en observant et en imitant les autres, les éducateurs et les pairs peuvent être des modèles importants dans l’apprentissage de saines habitudes de vie. Les objectifs étaient d’analyser les associations entre 1) les pratiques des éducateurs et l’apport alimentaire, 2) l’activité physique (AP) des enfants de trois à cinq ans dans les milieux de garde, 3) le degré d’influence des pairs sur l’apport alimentaire, et 4) l’AP des enfants de trois à cinq ans. Méthodes : Les associations entre les pratiques des éducateurs et les comportements liés à l’apport alimentaire et l’AP des enfants ont été étudiées à l’aide d’une étude transversale, menée auprès de 723 enfants de trois à cinq ans de 51 milieux de garde en Saskatchewan et au Nouveau-Brunswick à l’automne 2013 et 2014. Le degré d’influence des pairs sur l’apport alimentaire et l’AP des enfants a été étudié à l’aide d’une étude longitudinale, menée auprès de 238 enfants de trois à cinq ans au début et à la fin des années scolaires 2013-2014 et 2014-2015. L’AP des enfants a été mesurée à l’aide d’accéléromètres, et l’apport alimentaire a été mesuré à l’aide d’une analyse de consommation par pesée et photographiée. Une grille d’observation de l’environnement a permis de mesurer les pratiques des éducateurs en milieu de garde. Des régressions linéaires multiniveaux ont répondu aux quatre objectifs de l’étude. Résultats : Le modelage est positivement associé à l’apport en sucre (p=0,026) et l’éducation alimentaire est négativement associée à l’apport en calories (p=0,026) et en fibres (p=0,044). Ne pas utiliser de récompenses alimentaires est négativement associée à l’apport en gras (p=0,049). Aucune pratique n’est associée à l’AP des enfants. Plus l’écart entre l’apport alimentaire et l’AP des enfants et ceux de leurs pairs est grand au début de l’année, plus les enfants voient leur apport alimentaire et leur AP changer, se rapprochant de la moyenne de leurs pairs neuf mois plus tard (p<0,05). Conclusion : Les éducateurs et les pairs jouent un rôle important dans l’adoption d’habitudes alimentaires saines et d’AP chez les enfants de trois à cinq ans dans les milieux de garde. L’environnement social est donc important à considérer dans les interventions de promotion d’habitudes de vie saine dans les milieux de garde. / Abstract : Background: Since children under the age of 5 spend approximately 29 hours per week in childcare centres and that they learn by observing and imitating others, childcare educators and peers can be important role models in promoting a healthy lifestyle. The objectives were to analyse the associations between 1) educators’ practices and the dietary intake, 2) physical activity (PA) of 3 to 5 year-old children in childcare centres, 3) peers’ behaviours, and children’s dietary intake, and 4) PA of three- to five-year-old children. Methods: Associations between childcare educator practices, and children’s dietary intake and PA were analysed by a cross-sectional study conducted among 723 three- to five-yearold children from 51 childcare centres in Saskatchewan and New Brunswick in the fall of 2013 and 2014. The associations between peers’ behaviours, and children’s dietary intake and PA were studied using a longitudinal design, conducted among 238 three- to five-yearold children at the beginning and at the end of the 2013-2014 and 2014-2015 school years. Children’s PA was assessed using accelerometers, and dietary intake was measured using weighed plate waste method and digital photography. An environmental observation checklist was used to measure educators’ practices within the childcare centre. Multilevel linear regressions were used to answer all four of the study’s objectives. Results: Modeling is positively associated with children’s intake in sugar (p=0.026) and nutrition education is negatively associated with children’s intake in calories (p=0.026) and in fibre (p=0.044). Not using food rewards is negatively associated with children’s intake in fat (p=0.049). None of the practices are associated with children’s PA. The greater the difference between children’s intake or PA and those of their peers at the beginning of the year, the more likely they are to change their intakes and PA to become more similar to their peers 10 months later (p<0.05). Conclusions: Educators and peers can play an important role in the adoption of healthy eating behaviours and PA of three- to five-year-old children in childcare centres. The social environment is therefore important to consider in interventions which aim to promote healthy lifestyles in childcare centres.