Preschool Activities Research Articles

Intervention strategies to encourage participation in preschool

The study on the effectiveness of intervention strategies in the participation of children in preschool activities at the “Antonio Parra - Velasco” School reveals a positive impact in general, although it also indicates diversity in the levels of involvement. Active, child-centered methodologies, especially physical and collaborative activities, are noted for their ability to engage and foster social skills. However, significant difficulties are identified in activities that require verbal and emotional expression, suggesting the need to adapt strategies to ensure that all children feel comfortable participating. Diversification of pedagogical approaches is key; Combining physical activities with methods that promote verbal expression can create a more inclusive environment. Furthermore, the importance of personalized support for those children with low levels of participation is highlighted, offering interventions in small groups or individual sessions that facilitate self-expression. Collaboration with families is essential to reinforce the child's development, creating a comprehensive approach that promotes learning. Finally, the need for reflective practice in education is highlighted, where continuous evaluation and feedback from students and families inform adjustments in methodologies, thus guaranteeing a more inclusive and effective education. In summary, diversity in participation requires continued attention and adaptation of strategies to ensure that all children benefit from learning in a nurturing and stimulating environment.

Screen time among preschoolers: exploring individual, familial, and environmental factors.

Screen-based activity refers to the use of screened devices, which are changing from stationary devices such as televisions and desktop computers to newer portable devices such as smartphones and electronic tablets. The exposure of younger children to all types of screened devices has increased. This review aimed to provide an overview of previous studies and identify the correlations associated with screen-based activities in preschoolers. We conducted a systematic literature review of databases including PubMed, Embase, and PsycInfo targeting quantitative studies published between 2010 and 2019. We then analyzed the associations between screen time and various individual, familial, and environmental factors in healthy children aged 0-6 years. We specifically included studies that provided a subgroup analysis for this age category to systematically identify the factors influencing screen time patterns among preschoolers. The search yielded 36 articles that met the inclusion criteria. We investigated age, sex, and social, family, and personal factors as well as media parenting. The results suggested that media parenting for screen-based activities was an important protective factor. Limited research has been conducted on preschoolers' screen-based activities with both stationary and portable screened devices. Most factors have been studied using stationary devices and are too infrequent for solid conclusions to be reached. Parental screen time and the setting of appropriate media limits were crucial protective factors against excessive media exposure. However, information about family and personal factors remain scarce, and further research is needed.

Evaluation of the extraction methods prior to ICP-MS determination of metal levels in kinetic (magic) sand samples used for children’s play

ABSTRACT Kinetic (magic) sand is widely used in preschool activities in order to improve the children’s creative abilities. Despite its popularity, this study will be the first in literature to assess the heavy metal content of kinetic sand samples. Focusing on the determination of metal content (Hg, Cd, Sb, Sn, Al, Ni, Co, Cu, Pb) of 10 different brands of kinetic sand samples sold in Turkish markets, the significance of sample preparation step was further discussed with the application of wet digestion and microwave digestion methods, prior to analysis by ICP-MS. Based on the acute toxicity classes defined by European Union (EU) As, Cd, Hg belongs to Class 1; Ni, CrVI, Pb belongs to Class 2, whereas Zn and Cu belongs to Class 3. Among the potential toxic elements studied, the Al content of samples attracts attention with its high level exceeding the limits of directives.

Making connections with children: children’s rights, ethics and research methods

ABSTRACT The 1989 Convention on the Rights of the Child reflects the role and status of children in society as being competent and capable participants on matters that affect them. The Convention is foundational in understanding children’s rights to participate in all aspects of everyday life, including in research in which children are participants. This article explores children’s rights to participate within a research study that investigated their play activities in preschool. This study was conducted with 46 children aged 3–5 years in two preschool settings in Iceland. We make connections across a range of research practices involving the children, including ethical matters that arose during the research process, and data collection methods that supported children in communicating their perspectives about their preschool activities using a video-stimulated accounts method. The findings show that the children communicated and negotiated their assent or dissent in various ways and at different times in the research process. The study recognises the delicate balance between the researcher’s agenda and the children’s rights, and offers suggestions for those considering undertaking research with young children.

A168: The Effects of Physical Activity and Family Environment on Executive Function in Preschool Children

Background/Purpose: Based on the investigation and analysis of the current situation of physical activity, the family objective environment, and executive function development of children aged 4–6 years, this study analyzed the correlation between the three, so as to explore the influence of family objective environment and physical activity on executive function, and provide a reference for families and kindergartens to formulate effective interventions to improve the level of physical activity and executive function of preschoolers. Method: A total of 123 preschool children aged 4–6 years old in a kindergarten in Beijing were selected as study participants. The Acti Graph GT3X+ three-axis accelerometer, the Family Objective Information Questionnaire, and the Executive Function Rating Scale-Preschool Edition were used to test the level of physical activity (sedentary behavior and low, moderate, high, and moderate-high intensity physical activity according to the Butter cut-point), the family objective environment, and executive function (metacognition, inhibit-control, and cognitive-flexibility), respectively. Pearson correlations were used to analyze the relationship between physical activity, family environment, and executive function, and multivariable regression was used to explore the associations of physical activity and family objective environment with children's executive function. Results: (1) Sedentary time was positively correlated with metacognition, inhibit-control, and total scores of executive function (p < 0.05). There was a negative correlation between different physical activity intensities and the total score of executive function (p < 0.05), and low-intensity physical activity was negatively correlated with cognitive-flexibility and metacognition (p < 0.05). Except for the fact that there was no correlation between high intensity and cognitive-flexibility, moderate, high, and moderate-high intensity physical activity were negatively correlated with inhibit-control and cognitive-flexibility (p < 0.05). (2) Among the factors of family objective environment, only the mother's education level was positively correlated with the total score of executive function (r = 0.227, p < 0.05). (3) A multiple regression model was established with MVPA and maternal education level as independent variables, which could effectively predict the total score of children's executive function (adjusted R2 = 0.203; p < 0.01). Conclusion/Discussion: Sedentary time may be detrimental to the executive function development of preschool children, while maternal education level and physical activity at different intensities can help improve the executive function of young children. It is recommended that appropriate levels of moderate to vigorous physical activity will be more conducive to the development of children's executive function.

Formation of speech-thinking activity in preschoolers with severe speech disorders through working with literary texts in an inclusive education setting

Formation of speech-thinking activity in preschoolers with severe speech disorders through working with literary texts in an inclusive education setting

СТВОРЕННЯ СТАРШИМИ ДОШКІЛЬНИКАМИ ХУДОЖНЬОГО ОБРАЗУ В ОБРАЗОТВОРЧІЙ ДІЯЛЬНОСТІ

The article discusses the problem of artistic image and expressive means in the fine arts and fine arts of older preschoolers. Based on the analysis of research, the concept of artistic image, as well as the issue of formation of artistic image in children's creativity, are defined. The article emphasizes that the creation of an artistic image is the main task of the visual activity of senior preschoolers. Materials on the study of the state of work of the preschool education institution on the visual activities of senior preschoolers and the possibility of creating an artistic image by them are presented. Shortcomings and difficulties in this work are noted. The article describes in detail the ways of creating an artistic image by older preschoolers in fine arts with the help of various expressive means. Examples of classes on various types of fine arts are given, where children were taught to create artistic images of summer with the help of warm colors, golden autumn, using various expressive means, non-traditional techniques, the image of a fairy-tale winter with the help of winter cut-outs and "frost patterns". Examples of creating an artistic image by combining various expressive means (appliqué – drawing, sculpting – appliqué, etc.), as well as their use in different plots are given. The effectiveness of methods of co-creation, search situations, didactic games, non-traditional drawing techniques in the creation of an artistic image is emphasized.

European experience in the organization of physical activity of preschoolers

European experience in the organization of physical activity of preschoolers

Engagement in Activity Settings of First and Second Language Learners in Preschool – The Role of Qualified Preschool Teachers and Classroom Structure

ABSTRACT Research Findings: In Swedish preschools, second-language learners often display lower engagement in activity settings than first-language learners. This study used a multilevel model to examine the association between children’s language status, classroom structure, teacher qualifications, and engagement in preschool activity settings. The sample included 148 children, aged three to five, from classrooms with varying proportions of first and second-language learners. The Child Observation in Preschool (COP) instrument measured engagement levels. Our findings reveal that the presence of highly qualified teachers significantly increased the duration of high engagement for all children, regardless of language status. While second language learners initially appeared to show lower engagement, this difference was insignificant in the full model after accounting for classroom structure and teacher qualifications. Classrooms with a higher proportion of qualified teachers demonstrated improved engagement across the board. Policy and Practice: These findings underscore the importance of ensuring a high proportion of qualified teachers in early childhood education and care settings. Creating a supportive, high-quality educational environment is essential for fostering engagement among all children but may be particularly crucial in classrooms with diverse language backgrounds.

A bibliometric analysis of research on physical activity and fitness among preschool children in Asia (2020-2024)

Background: Physical activity (PA) and physical fitness (PF) are essential for preschool children's development. However, rising childhood obesity and sedentary lifestyles are concerning. A comprehensive analysis of the research landscape is necessary to inform better interventions and policies. Research Objectives: This study aims to conduct a bibliometric analysis of research on physical activity and physical fitness among preschool children in Asia from 2020 to 2024. Methods: The analysis was based on publications from Scopus and Web of Science, focussing on keyword co-occurrence, citation analysis, and co-authorship networks. We used tools like ScientoPy and VOSviewer to assess key metrics such as the number of publications, citations, and influential contributors. Findings/Results: The study reveals significant trends, with a peak in research productivity in 2022, reflecting heightened global attention on early physical health. China, Japan, and Iran led contributions, with China dominating in publication volume. Notable researchers included Saeed Ghorbani and emerging contributors Ahmad Chaeroni and Amir Dana. Leading journals, such as the International Journal of Environmental Research and Public Health and Frontiers in Public Health, were prominent sources. Conclusion: Despite a decline in productivity post-2022, PA and PF research for preschoolers remains important. These shifting trends provide opportunities for researchers to explore new areas or innovate approaches. Significant contributions from Asian researchers also indicate a geographic shift in the global research focus. This study also highlights the importance of physical activity in preschoolers and how trends in scientific publications can help policymakers formulate more effective interventions to improve children's fitness.

Can AI Robot Teaching Improve Children's Performance in Housework? A Quasi-Experimental Study.

The primary objective of this study is to explore the effects of using Artificial Intelligence (AI) robot-assisted instruction in preschool activities on young children's performance in housework. A quasi-experimental design was employed, with an experimental group and two control groups, to observe changes in children's performance in housework before and after AI robot-assisted teaching. The study sample consisted of preschoolers from metropolitan Taipei, with 65 children in the experimental group, 53 in control group 1, and 75 in control group 2. Children participating in the research project required consent from the school, teachers, and parents. The children in the experimental group received AI robot-assisted instruction on household tasks for two days a week over three consecutive weeks, with each session lasting approximately 20-30 min. Control group 1 did not receive any experimental treatment, while control group 2 underwent the same learning schedule and content as the experimental group but was instructed by teachers instead of AI robots. The data were analyzed based on pre- and post-test surveys of parents observing their children's performance in household tasks. This study found that both AI robot-assisted teaching and teacher-led instruction enhanced children's household skills, with the AI robot-assisted method showing slightly better results. These findings suggest that both technological tools and teacher guidance can effectively improve children's housework performance, while artificial intelligence robots may provide young children with motivation and curiosity to learn due to their appearance and interactive design, which deserves further analysis. As technology rapidly advances, young children are exposed to various technological devices at an early age. Integrating technological media into future preschool teaching is inevitable, and leveraging tools like AI robots to support teaching, reduce teacher burden, and diversify instructional methods could be a direction worth considering.

Structured-unstructured activity behaviours on preschoolers’ mental and physical health: a compositional and isotemporal reallocation analysis

This study analysed the relationship between the structured and unstructured activities of preschoolers and their mental and physical health, and also investigated the predicted changes in mental and physical health by reallocating activity time. This cross-sectional study was carried out with 324 preschoolers. Video recording and SOPARC activity observation system was used for the division of structured and unstructured activities. An accelerometer sensor was used to measure activity intensity. The SDQ psychological questionnaire was adopted to collect data on internalizing difficulties, externalizing difficulties, total difficulties and pro-social behaviours. Physical indices including body shape (height, weight, BMI), and physical fitness (upper and lower limb strength, flexibility, agility, and balance) were collected using Chinese toddler physical fitness measurement tools. Component data and isotemporal reallocation analyses were conducted using R Studio (Version 4.2). A total of 308 preschoolers (160 boys; aged 4.50 ± 0.93 years) were included in the data analysis. The activities composition, adjusted for sex, area, mental level (for mental indicators), or age (for physical indicators), was significantly correlated with various measurement indicators (p < 0.05). Specifically, structured (β=-0.87, p < 0.05) and unstructured (β=-1.24, p < 0.05) moderate-to-vigorous physical activity (MVPA) were significantly positive correlated with internalizing difficulties, while structured MVPA was significantly positively correlated with body shape (β = 2.17, p < 0.05). Replacing structured light physical activity (LPA) with 10 min of structured MVPA has a positive effect on internalizing difficulties (SMD=-1.28, 95%CI: -2.30 to -0.27) and body shape (SMD = 1.76, 95%CI: 0.37 to 3.15). When the total replacement time reaches 25 min, the benefits become even more pronounced. Structured and unstructured MVPA are both beneficial to preschoolers’ mental and physical health, with the incorporation of MVPA for over 25 min in structured activities and supplementary unstructured MVPA yielding even greater benefits.

Методика «Схематизация» в цифровом формате для оценки уровня развития наглядно-образного мышления старших дошкольников

&lt;p&gt;The development of imaginative thinking is one of the main tasks of educational work with preschoolers, because it allows the child to be successful in preschool activities, where the most favorable conditions for the formation of age new achievements are formed. The need for diagnostic tests to determine the level of imaginative thinking of preschoolers is related both to the need to assess the effectiveness of educational work with children, and to identify the level of development of the child. The most informative and reliable results of the assessment of cognitive processes are provided by the use of standardized test. In Russian psychology, there is only one such test - "Schematization" (author R.I. Bardin). This test was created and standardized at the end of the last century and its psychometric characteristics and assessment standards need to be updated for a modern sample. The article presents the results of the re-standarization of this test. The experimental sample of the study consisted of N = 2425 children of senior preschool age: children 5-6 years old (M = 66 months; SD = 3.09 months; n = 974) and 6-7 years old (M = 77 months; SD = 3.21 months; n = 1451). For psychometric verification, confirmatory factor analysis, Cronbach's alpha and McDonald's omega coefficients, Spearman correlation coefficient, Mann-Whitney U criterion and two-factor analysis of variance were used. The norms were calculated using percentile normalization. The obtained results showed the conformity of the test with psychometric requirements and allowed us to determine the current norms for the development of imaginative thinking of older preschool children.&lt;/p&gt;

Geographic Disparities In Physical Activity, Sedentary Behavior, Play Time, And BMI In Nigerian Preschoolers

Geographic Disparities In Physical Activity, Sedentary Behavior, Play Time, And BMI In Nigerian Preschoolers

Manifesting learning in the workplace: an activity theoretical study of professional learning in preschool using active learning classrooms

PurposeThe purpose of this study is the development of a methodology that draws on activity theory (AT) to assess educators’ and leaders’ professional learning in a pre-school setting.Design/methodology/approachThe paper reports on a case study of professional development in an active learning classroom (ALC) where 20 professionals participated in a one-day writing workshop. AT was used to analyse the writing workshop as well as data from reflective writing, video recordings, interviews and surveys.FindingsThe paper shows that professional development is significantly influenced by a range of mediating technologies used in educational spaces such as the ALC. The mediated practice breaks normal work practice in the pre-school activity system and division of labour roles, and hierarchical positions and professional relationships. Such a break is considered to facilitate a manifestation of professional learning. However, it also poses a risk for organisational disruptions emphasising the need for diagnostic understanding when an ALC should be used for capturing workplace learning.Practical implicationsStructured writing workshops – taking place in ALCs – provide a suitable forum that breaks with routines, accelerates collective reflections and articulation of negotiated meaning and produces a common ground across hierarchical roles supporting collective professional development in the activity system.Originality/valueUnlike previous research focusing on student perspectives, this study views these spaces as settings for professionals to recognise and solve developmental problems. It suggests that structured writing workshops in ALCs can accelerate collective reflection and support collective professional development across hierarchical roles.

Evaluation of indoor activities for moderate-to-vigorous physical activity in preschoolers

ABSTRACT The study objectives were 1) to determine the feasibility and acceptability of indoor activities to achieve moderate-to-vigorous physical activity (MVPA) in preschoolers, and 2) compare MVPA estimates between direct observation (DO) and various accelerometry placements. In this cross-sectional study, 35 preschoolers (51% female, 54% 3-year-olds) performed six, 6-minute activities (dancing to video, balloon/bubbles, stationary exergame cycling, circuits, running-in-place, and cleaning up) in sequential order, facilitated by a trained staff member. Triaxial accelerometers (Actigraph Gt3×BT) at the ankle, waist, and wrist measured MVPA using age-specific cut-points. Total activity and MVPA time were quantified via DO of video recordings. Feasibility and acceptability were assessed via parent and child report. Preschoolers contributed 4339, 15-second epochs of accelerometry and DO data (~31.0 minutes/preschooler). Preschoolers achieved MVPA ≥ 50% of the time while engaging in balloon/bubbles, cycling, and circuits; but not while dancing to video (15%), running-in-place (48.5%), or cleaning up (8%). There were no differences in MVPA by age, sex, or between screen and non-screen activities. Parents and preschoolers reported most activities were feasible (≥4.0/5.0). Waist and ankle accelerometry had strong agreement with DO (ICCs range: 0.70–0.84) while wrist had fair to low agreement (ICCs: 0.22–0.58). Multiple indoor activities show promise to increase preschoolers’ MVPA.

The effects of physical exercise on fitness and emotion in Chinese preschoolers

BackgroundThe global prevalence of overweight and obesity in children under the age of five has emerged as a significant issue in recent years. Physical activity and fitness among children and adolescents have declined globally in the past few decades. Studies have indicated a link between levels of physical activity and cognitive performance in preschool children.MethodsThis quasi-experimental study investigated the effects of three different types of physical education programmes on the physical fitness and emotional competence of 239 preschoolers(mean age = 5.49 ± 0.60 years, 54.4% boys)in Haikou, China. The preschoolers were grouped based on which programme they were assigned to: the “Hello Sunshine” ball skills programme (HS group), ordinary physical education (OPE group), and free play (FP group). The “Hello Sunshine” ball skills programme used both a structured curriculum design and autonomous activity selection during outdoor time., which were conducive to children’s physical fitness.The National Physical Fitness Measurement Standards Manual and the shortened version of the Social Competence and Behavior Evaluation Scale (SCBE-30) were used to assess physical fitness and emotional competence, respectively. These assessments were conducted both before and after the ten-week intervention period. The analysis utilised a mixed-effects model for physical fitness and a mixed-model ANOVA for the SCBE data.ResultsThe HS group and OPE group demonstrated significantly improvement in the standing long jump, 10-m shuttle run and balance beam walking than the FP group; meanwhile, only anxious-withdrawal levels showed a significant grouping effect and group-by-time interaction effect. After the intervention, both the HS group and the FP group showed significantly lower scores for anxiety compared to the OPE group, with no significant difference observed between the HS and FP groups.ConclusionsThe results suggested that structured ball skills programmes may promote physical fitness and reduce anxiety. The integration of effective physical exercise programmes into preschool curricula holds the potential for promoting holistic development.

Gender-specific play behavior in relation to autistic traits and behavioral difficulties at the age of seven in the SELMA study.

Childhood gender nonconformity is related to psychological distress and behavioral difficulties. Similarly, there is evidence for a link between gender nonconformity, or gender dysphoria in some studies, and autism spectrum disorder and related traits. Our knowledge on those associations mostly originates from clinical populations, which might lead to overestimation. Thus, this study aimed to assess associations between gender nonconformity and behavioral difficulties in a population-based study. In the Swedish Environmental Longitudinal, Mother and Child, Asthma and Allergy (SELMA) study, cross-sectional associations between gender-specific play behavior and behavioral outcomes and autistic traits were investigated among 718 children at 7-years of age. Play behavior was measured using the Preschool Activities Inventory; behavioral outcomes and autistic traits were measured with the Strengths and Difficulties Questionnaire and the Social Responsiveness Scale, respectively. Linear and logistic regression analyses were performed. Higher composite play behavior scores (indicating either increased masculine or decreased feminine play behavior) were associated with increased autistic trait scores in girls (β = 0.13; 95% confidence interval [CI] = 0.00, 0.26). Furthermore, higher composite scores were shown to be associated with behavioral difficulties in both girls (β = 0.11; 95% CI = 0.04, 0.18) and boys (β = 0.10; 95% CI = 0.02, 0.19). Additionally, higher feminine scores were related with increased problems in peer relationships in boys (β = 0.04; 95% CI = 0.00, 0.07). This study suggests a link between gender nonconforming play behavior and autistic traits as well as behavioral difficulties among children in a non-clinical population, which calls attention to the necessity of supporting children with gender nonconformity from early ages.

Music activities of U.S. children in center-based early care and education settings

The purpose of this study was to determine a) the extent to which teachers/caregivers provide music activities for children in American early care and education centers, and b) whether there is a relationship between the amount of music activities provided and demographic characteristics. Data were drawn from the National Survey of Early Care and Education. Analysis of responses from 4,101 centers indicates that a majority of centers provide music activities for less than 30 min per day. The provision of music activities for preschoolers appears to be dependent on center funding, the racial and ethnic makeup of the community, and the poverty level of the community. Findings indicate that the documented inverse relationship that exists between music education and the minority population of communities may not exist in U.S. preschools. Results were mixed regarding the role of socioeconomic condition: Those centers that receive any type of government funding are more likely to provide music activities to preschoolers; however, centers located in higher poverty communities are less likely to provide music activities. Study findings indicate that policies to improve the provision of, and access to, music activities for children in U.S. early care and education centers are needed.

THỰC TRẠNG NHẬN THỨC VÀ THỰC HÀNH CỦA GIÁO VIÊN MẦM NON VỀ PHÁT TRIỂN KHẢ NĂNG SÁNG TẠO CHO TRẺ MẪU GIÁO THÔNG QUA HOẠT ĐỘNG KHÁM PHÁ KHOA HỌC

This study aims to investigate the current state of perception and practice of nurturing creativity for preschoolers in organizing science exploration activities at some preschools in Hue City, Thua Thien Hue Province, Vietnam. A quantitative survey method using a questionnaire was conducted with 54 preschool teachers from two preschools. Results show that most teachers have a comprehensive understanding of the importance of fostering creativity in science exploration activities for preschoolers. Additionally, teachers recognized the manifestations of creativity in children during these activities and actively apply various measures to stimulate creativity in children. The study also indicated a correlation between teachers' perception and practice in developing creativity for children through organizing science exploration activities. Although the research findings are quite positive, this study also emphasizes the necessity of nurturing preschool teachers in specific techniques for organizing scientific exploration activities to stimulate creativity in preschool children. Keywords: Teachers; science exploration; preschool; creativity.