Early Childhood Education Centres Research Articles

Nutrition Environments in early childhood education - do they align with best practice?

To assess the comprehensiveness (scope of nutrition guidance) and strength (clarity of written language) of centre-based nutrition policies (CBNPs) within Early Childhood Education (ECE) centres. To also consider the applicability of an existing CBNP assessment tool and policy alignment with best practice food provision and feeding practices. Cross-sectional online study to assess written ECE centre-based nutrition policies using the Wellness Child Care Assessment Tool (WellCCAT). Licenced ECE centres in the state of Victoria, Australia. ECE centres (operating at least 8 hours per day, 48 weeks per annum), stratified by location (rural and metropolitan), centre management type (profit and not-for profit), and socioeconomic area (low, middle, high). Included individual CBNPs (n=118), predominantly from metropolitan centres (56%) and low-medium socioeconomic areas (78%). Policies had low overall WellCCAT scores, particularly strength scores which were low across all four domains (i.e., Nutrition Education, Standards, Promotion, and Communication/Evaluation). The Nutrition Standards domain had the lowest strength score. The Communication/Evaluation domain had the lowest comprehensiveness score. Content analysis indicated low scores may relate to WellCCAT applicability for the Australian context due to differences in best practice guidance. Despite the presence of written nutrition policies in ECE centres, many showed weak language and lacked comprehensiveness and strength. This may relate to poor implementation of best practice food provision or feeding practices. Low scores, however, may partly stem from using an assessment tool that is not country-specific. The redevelopment of country-specific tools to assess ECE centre-based nutrition policy may be warranted.

The Role of Language Teaching in Promoting Educational Quality in Early Childhood Education

Background and purpose: China is among the countries putting great emphasis on  strengthening early education programs to ensure a solid learning foundation for children. The  present study is based on a qualitative research design to examine the role of English as a  Foreign Language (EFL) teaching in promoting educational quality in the context of early  childhood education in China. It focuses on investigating the effectiveness of EFL teaching in  enhancing the educational quality of early childhood education in the education system of  China. Method: The semi-structured interviews were conducted to assess the parents’  perception regarding the impact of EFL programs on the quality of education being offered in  early childhood centres in China. The sample for the survey was selected from the parents of  children enrolled in early childhood education centres in China offering EFL teaching as a part  of their curricula. The data collection focused on the student’s cognitive development and  overall quality of education. Findings: Most of the participants emphasized the significant  impact of early EFL education on their children’s cognitive skills. They regarded EFL  education as a robust tool to lay a strong foundation for future academic achievements and  cross-cultural understanding of their children. Conclusion and Implications: Thus, parents in  China regard early EFL education as crucial for the cognitive development and educational  foundation of their children. The present study offers significant pedagogical implications  regarding the inclusion of EFL instructions in enhancing the early language acquisition  experience of children.  

Enhancing the well-being of early childhood education practitioners working in resource-constrained contexts

Background: The recent migration of early childhood care and education function brought with it many changes that affect the workplace well-being of practitioners and centre managers, yet little research has reported on the voices and experiences of those working on the ground.Aim: To find out the current state of well-being of practitioners working in resource-constrained contexts to help us theorise how might they take action to improve it.Setting: Early childhood care and education centres in rural and township areas in six different provinces.Methods: The first author conducted 10 semi-structured focus group interviews with 80 practitioners recruited by collaborating researchers at various universities. All ethical protocols were adhered to. The focus groups were audio-taped, transcribed and thematically analysed independently by the two authors before reaching consensus.Results: Two themes were identified: (1) participants experienced negative emotions arising from both internal and systemic aspects that were affecting their well-being. (2) Several factors promoted the well-being of practitioners despite their difficult circumstances.Conclusion: Based on the findings, it appears that close collaboration among practitioners within centres and, with other external stakeholders, was an important factor for enhanced well-being. Drawing from action learning theory, we suggest how practitioners can collaborate to sustain their well-being while addressing the challenges they face.Contribution: This collaborative action learning approach can be applied not only by ECCE centres, but to any organisation wishing to improve the well-being and practice of their members.

Understanding rural social networks addressing adverse childhood experiences: A case study of the San Luis Valley.

The purpose of this study is to assess a cross-sector, interorganizational network addressing adverse childhood experiences (ACEs) in a rural Colorado community. We characterize the organizations in the network, assess their awareness of ACEs, and evaluate how they participate in the network. We also assess the network health. Employing a social network analysis approach, we collected survey data from 45 organizations that support young children and their families, including nonprofits, health care clinics, and early childhood education centers, among others. On average, nonprofit organizations had relationships with a greater percentage of network members than other types of organizations. Network members engaged in relationships focused on a wide range of activities (e.g., client assessments, sharing information, providing services), with some organizational types leading the network in certain activities. Scores across all dimensions of trust and value were above 3 (range: 2.1-3.8), which is advantageous for a network and network relationships existed across a range of relational intensities (from awareness to organizational integration). Nonprofit organizations that reported high levels of connectedness in the network were able to effectively mobilize the ACEs network. Health clinics participated in a greater share of relationships involving assessment, service provision, and tool sharing than other types of organizations. As such, health care clinics may serve as leaders in directly serving children and families experiencing ACEs in rural communities. The rural context may also explain high levels of trust and value, which can serve as assets for future network development and mobilization. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Individual and Neighborhood Level Predictors of Children’s Exposure to Residential Greenspace

Inequities in urban greenspace have been identified, though patterns by race and socioeconomic status vary across US settings. We estimated the magnitude of the relationship between a broad mixture of neighborhood-level factors and residential greenspace using weighted quantile sum (WQS) regression, and compared predictive models of greenspace using only neighborhood-level, only individual-level, or multi-level predictors. Greenspace measures included the Normalized Difference Vegetation Index (NDVI), tree canopy, and proximity of the nearest park, for residential locations in Shelby County, Tennessee of children in the CANDLE cohort. Neighborhood measures include socioeconomic and education resources, as well as racial composition and racial residential segregation. In this sample of 1012 mother–child dyads, neighborhood factors were associated with higher NDVI and tree canopy (0.021 unit higher NDVI [95% CI: 0.014, 0.028] per quintile increase in WQS index); homeownership rate, proximity of and enrollment at early childhood education centers, and racial composition, were highly weighted in the WQS index. In models constrained in the opposite direction (0.028 unit lower NDVI [95% CI: − 0.036, − 0.020]), high school graduation rate and teacher experience were highly weighted. In prediction models, adding individual-level predictors to the suite of neighborhood characteristics did not meaningfully improve prediction accuracy for greenspace measures. Our findings highlight disparities in greenspace for families by neighborhood socioeconomic and early education factors, and by race, suggesting several neighborhood indicators for consideration both as potential confounders in studies of greenspace and pediatric health as well as in the development of policies and programs to improve equity in greenspace access.

Using community-based participatory research to support the development of a co-located intergenerational program

This paper presents the findings of a ten-week research project exploring the intricacies of a co-located intergenerational program in Southeast Queensland. The research involved an early learning centre, North Early Learning, operated by a large not-for-profit organisation, Queensland Child Learning, and an aged care residence, Aged Care Living (pseudonyms). The research question underpinning this paper focused on identifying the views of educators, children, and families currently attending the early childhood education and care centre who will participate in the co-located intergenerational program. Employing a community-based participatory research approach, the study explores the perspectives of educators, children, and families participating in the program through visual children’s surveys, facilitated interviews, and online surveys. The findings highlight positive attitudes from educators and families toward intergenerational programs, leading to the development of an implementation timeline aligned with the needs of educators, children, and families that are reflective of the unique context of the centre.

Translanguaging practices in infant rooms: case studies of Chinese-Australian bilingual infant-educator interactions

ABSTRACT Many bilingual infants attend early childhood education centres (ECEC) with their monolingual peers. However, recent evidence reveals that bilingual infants vocalise significantly less than monolingual infants in ECEC settings (Zheng et al. 2023) [Effects of Multilingualism on Australian Infants’ Language Environments in Early Childhood Education Centers. Infant Behavior and Development, 70, 101799.], suggesting that educators may need to provide language tailored strategies to support bilingual infants’ language learning. This study examines how educators support Mandarin-English bilingual infants’ learning and development through a range of translanguaging practices in Australian ECEC contexts. We identified three functions of fluid translanguaging pedagogies: (1) make meaning and acknowledge children’s bilingual repertoires during play-based interactions; (2) introduce the connections between two languages during literacy and play activities; (3) provide emotional support or regulate behaviour through the use of home language. We also identified educators’ language-supporting strategies such as repetition, expanding their own/child’s utterances, labelling and questioning during translanguaging practices. This study is the first to closely describe the dynamic nature of translanguaging interactions between early childhood educators and Mandarin-English bilingual children under the age of two. Findings highlight the importance of translanguaging for scaffolding infants’ bilingual language learning, fostering their bilingual identities and supporting their wellbeing.

Impact of Socio-economic Status on Socio-emotional Development of Children Attending Different Early Childhood Care and Education (ECCE) Centers

The purpose of the 2018–20 study, which took place in the Karnataka state's Dharwad taluk, was to determine how children's social and emotional development was impacted by their socioeconomic status. The study's objectives were to evaluate the social and emotional development of children in both rural and urban locations, as well as to determine the impact of SES on these development factors. A total of 208 children aged between three and six years, comprising 104 from rural and 104 from urban areas, were chosen for the study. Children's social and emotional development was evaluated using the Transdiciplinary Play Based Assessment-2 instrument. The child's family's socioeconomic position was assessed using a Aggarwal Socio-economic status scale. A qualitative approach utilizing the naturalistic observation method was used to observe, analyze, and study the effects of play-based activities on social and emotional development. Naturalistic observations were produced by combining field notes from participant observation with video footage of kids playing in an unstructured manner. The findings showed that most kids in both urban and rural anganwadis were in the social and emotional development watch and worry category. The social and emotional development of children was shown to be significantly correlated with their socioeconomic level. According to the statistical analysis, preschoolers in both rural and urban areas showed a substantial relationship and difference. In both rural and urban settings, children from lower middle class families scored lower on social and emotional development and related domains than did children from upper middle class families.

Creating healthy eating and active environments in early learning settings: protocol of the CHEERS eHealth intervention study.

Early childhood educators through their daily interactions with children, play a central role in shaping young children's health behaviors. Given their influential role, early childhood educators are often targeted in interventions aiming at enhancing their nutrition and physical activity practices. This paper presents the design of the CHEERS eHealth program to improve nutrition and physical activity practices within Early Childhood Education and Care (ECEC) centers. The study has a longitudinal quasi-experimental design with recruitment of ECECs across Alberta Canada. ECEC intervention group educators complete 12 weekly online nutrition and physical activity modules and participate in weekly communities of practice sessions to discuss practical applications within their centers. Outcome assessments are scheduled at baseline (T1), mid-point at 5 months (T2), and end of program after 10 months (T3). Outcome measures include the Creating Healthy Eating and Active Environments survey (CHEERS), Mindful Eating Questionnaire (MEQ), Canadian Behavior, Attitude and Nutrition Knowledge Survey (C-BANKS 2.0), Physical Literacy Knowledge, Attitude, Self-Efficacy, and Behavior (PLKASB-ECE), the Environment and Policy Assessment and Observation (EPAO) derived variables, and an objective measure of children's physical activity using ActiGraph GT3X accelerometers. Linear mixed model analyses will be used to evaluate the effectiveness of the intervention. Qualitative assessments comprise exit interviews and open-response questions embedded within the educational modules. Preliminary baseline data from the 2019 cohort indicate no statistically significant differences between the intervention and control groups for the primary outcome variables, except age. Educators' personal nutrition-related knowledge, attitude and behaviors were positively associated with their self-assessments of the nutrition environment and practices in ECECs. A significant correlation was observed between educators' self-reported physical activity practices and observed activity practices. The CHEERS survey Food Served subscale showed a positive correlation with the objective measures of EPAO-Foods Provided and Nutrition Policy subdomains. We propose that this eHealth intervention would be an effective scaling up approach to enhancing the nutrition and physical activity environments of ECECs by fostering improved nutrition and physical activity-related knowledge, attitudes, and adherence to best practices which will potentially lead to improved outcomes for children in their care.

Observational Analysis of the Educational Management of Conflicts Between Young Children in the Emmi Pikler Nursery School Using Complementarity of Data Analysis

AbstractConflicts are inevitable in interpersonal relationships. In fact, they are usual in early childhood education centers and, thus, many educators consider them readily available educational tools, particularly valuable for children’s social development if they are constructively managed. In this research, we investigate the educational management of conflicts between young children at Emmi Pikler Nursery School in Budapest. In this early childhood education center, conflict is considered vital for children’s socialization, so the educational management of these episodes aims to support children’s resolution strategies and ultimately promote healthy socialization. The study objectives were: (1) to explore the details of the educator’s behavior in the different moments the conflict goes through; (2) to unravel the temporal distribution of the educational intervention; (3) to discover which behaviors from the conflicted children ―victim and instigator― trigger the intervention; and (4) to deepen in the effect of the intervention in children’s immediate behavior. We applied a systematic observation and used three complementary data analysis techniques to meet the objectives: Lag sequential analysis, T-Pattern detection and Polar coordinate analysis. Results indicate that the educator’s relational behavior is adaptive to the phases of the conflict and that there is a structured temporal distribution within them. Regarding children, particular behaviors from victim and instigator trigger the educator’s intervention and this intervention progressively leads to more adapted behaviors in conflicted children. In conclusion, the studied educational management of conflicts between children proves to be optimal in promoting children’s good behavior and in accompanying their socialization process.

Cinematographic language: possibilities for work in early childhood education

The present article addresses the application of cinematographic language in educational practices aimed at Early Childhood Education. The central objective is to highlight the relevance of structured planning for the integration of this language, considering children as active participants in all stages related to this practice. In this perspective, the work is divided into stages. The first stage provides a brief history of cinema and its incorporation into education, with a focus on Early Childhood Education. The second stage discusses the importance of planning educational practices in Early Childhood Education. The third stage presents a real possibility of working with cinema based on interviews with teachers. In this way, it seeks to contribute to the broadening of understanding regarding the intersection between Early Childhood Education and Cinema, offering concrete possibilities for effective planning led by teachers from a Municipal Early Childhood Education Center. This planning aims to encompass meaningful proposals grounded in cinematographic language. The research methodology is qualitative, employing semi-structured interviews as a tool for data collection, directed towards teachers and children involved in the investigated educational context.

Sociodemographic factors, parental mental health and movement behaviours in the early years: the SUNRISE Finland study protocol

Abstract Background The World Health Organization (WHO) has identified the prevention of obesity in young children as one of its key priorities for the 21st century, and 24-hour movement behaviours (physical activity, sedentary behaviour and sleep) play a key role in this priority. The SUNRISE Finland Study is part of the international SUNRISE Study, which examines the movement behaviours of young children in 64 low-, middle- and high-income countries. The SUNRISE Finland Study will investigate what proportion of 3- to 4-year-old children living in Finland meet the WHO global guidelines on 24-hour movement behaviours, and how that proportion and children’s motor and cognitive skills compare with children from other countries involved in the SUNRISE Study. We also aim to identify potential correlates of children’s movement behaviours, focusing on socioeconomic factors, residential environmental features, and parents’ mental health. In addition, this study will examine the associations between children’s movement behaviours, motor and cognitive skills, adiposity, and psychosocial wellbeing. Finally, we aim to establish a cohort of families who participate in the study and conduct follow-ups in the future. Methods We will recruit 1,000 children aged 3.0 to 4.9 years and their caregivers through early childhood education and care centres in Finland (50% in urban and 50% in rural areas). We will assess children’s 24-h movement behaviours using two accelerometers and a parental report. Children will perform validated tests to measure gross and fine motor skills and executive functions, and their height, weight and waist circumference will be measured. Caregivers will complete questionnaires regarding sociodemographic factors, nature visits, their own movement behaviours, symptoms of depression, anxiety, stress, insomnia, nomophobia, social media self-control failure, and happiness, and child’s psychosocial wellbeing. Geographic Information System (GIS) will be used to examine residential environmental features. Discussion In addition to facilitating international comparisons on movement behaviours and motor and cognitive skills, the SUNRISE Finland Study will provide novel evidence on factors associated with movement behaviours in young children. The results of this study will help in planning actions to promote healthy levels of movement behaviours at an early age and equal opportunities for healthy development. Clinical Trial Number This is not a trial study.

Assessment of Implementation of National Policy on Education (2013) in Early Childhood Education in Osun State

This article assessed the availability of teaching and learning facilities in Early Childhood Education centres in Osun State; It also determined the extent to which the available teaching and learning facilities are being utilized in Early Childhood Education centres in the study area; It further examined the various method of teaching in Early Childhood Education centres in the study area. The descriptive survey research design was adopted for this study. The sample of the study comprised 120 teachers which were randomly selected from ten (10) schools from each of the local government areas that were selected from each of the senatorial districts with four (4) teachers from each school. The instruments adopted by this study for data collection were a checklist titled “Teaching and Learning Facilities Observation Checklist (TLFOC) and a questionnaire which was developed by the researchers titled “Teaching and Learning Facilities Questionnaire” (TLFQ) The instrument were validated by two experts in the field of early childhood education. To determine the reliability values of the two instruments, Pearson Product Correlation Coefficient of 0.6. and 0.72 were yielded for TLFOC and TLFQ respectively The data were analysed using descriptive analysis. The results showed that there were some learning facilities available for use though not adequate enough and their utilization rate was moderate while the most commonly used method was play-way method.

The link between hours of center-based childcare and child development in 3- to 6-year-olds: Evidence from Singapore

This study examined how the number of hours of early childhood education (ECE) is associated with young children's behavior problems and early academic achievement in Singapore, a non-WEIRD (“Western, educated, industrialized, rich, democratic”) country with families using long ECE hours. We drew data from the Singapore Longitudinal Early Development Study. Participants were 3- to 6-year-old children (N = 2,452). General linear models and spline regressions were utilized to analyze how ECE hours were associated with children's behavior problems and early academic achievement while controlling for child and family characteristics. On average, Singaporean children stayed 41.07 hours per week in ECE centers, with 38 % of the sampled children spending more than 50 hours per week in ECE centers. Notably, we found an inverted-U-shaped relation between ECE hours and child outcomes with a turning point of approximately 35–40 hours per week. Before the turning point, a greater number of hours in ECE was associated with more externalizing problems and higher academic achievement. However, after this point, a greater number of hours was associated with fewer behavior problems, both externalizing and internalizing, as well as poorer academic achievement. These findings demonstrate a complex nonlinear association between ECE hours and child outcomes in a context of children spending prolonged hours in centers.

Composition of staff teams in early childhood education and care centres in nine countries

This study draws on data from TALIS Starting Strong 2018, an international survey of early childhood education and care (ECEC) staff and leaders, to examine the staff roles (leader, teacher, assistant, specialised staff, intern, other) that are included in ECEC centres in nine countries: Chile, Denmark, Germany, Iceland, Israel, Japan, Korea, Norway and Türkiye. The staffing profiles in ECEC centres are compared across countries as well as within countries, according to whether the centre was co-located with a primary school, its size in terms of the number of children enrolled, and the concentration of children with special needs and those from socio-economically disadvantaged homes. In addition, associations between the share of teachers and assistants in ECEC centres and staff reports of their time working on tasks without children, their collaboration with colleagues, their work-related stress and job satisfaction were examined. Results are discussed in terms of the different policy contexts in the participating countries and implications for building an ECEC workforce to address demands for both increased access to and better ECEC quality for children.

UPAYA MENGIDENTIFIKASI RISIKO DALAM MENGHINDARI ANCAMAN BAHAYA DI PAUD MELATI 02

This research discusses efforts to identify risks to avoid potential hazards at the Melati 02 Early Childhood Education Centre (PAUD) which is located in Bojong Pulus Village Rt. 04 Rw. 02, Banjaran Wetan, Banjaran District, Bandung Regency, West Java Province.. The background of the study emphasizes the need for a deeper understanding of risk identification and the role of the physical environment and security policies in the PAUD setting. The research aims to determine the risk identification process, potential hazards around the PAUD Melati 02, and ways to minimize and prevent these risks. The study also highlights the benefits of risk management in enhancing operational efficiency, protecting shareholder value, and minimizing losses. The research methodology involves a qualitative approach with data collection techniques such as observation, interviews, and documentation. The findings reveal identified risks at the PAUD Melati 02, including accident and environmental risks, and emphasize the importance of risk mitigation to minimize negative impacts. The study concludes by acknowledging its limitations and inviting constructive criticism and suggestions for future improvements. Overall, the research provides practical guidance for PAUD management and relevant stakeholders in enhancing risk identification and ensuring the safety of children in the environment.

Understanding Curriculum Transformations Towards the Creation of Sustainable Learning Environments: A Posthumanist Reflection

This paper uses posthumanism as the theoretical framing to understand the curriculum transformations towards creating sustainable learning environments at some higher education institutions (HEIs) and the early childhood care and education (ECCE) centres in South Africa. The choice of these two bands in education is necessitated by the fact that curriculum singularities and/or insularities have become obsolete in the context of the Covid-19 pandemic and its aftermath, the calls for decolonization of the curriculum and the challenges of the Fourth Industrial Revolution (4IR). For example, COVID-19 has demonstrated that the curriculum is best delivered when various actors, different modes of interaction and distributed sites are used to ensure no learner is left behind, irrespective of their station in life. Emphasizing the same notions of multi-layered and multi-perspectival approaches, the calls for decolonization affirm the importance of all canons of knowledge, beyond just the euro-centric ones, as the basis for a transformed curriculum. Furthermore, the 4IR privileges the skills of collaboration and compassion for others as critical in this era. What the article brings forth as the central idea is the primacy of relationalities in the construction of curriculum, hence the identities of learners, students, academics, caregivers, institutions of higher learning and care centres. The above are beyond the deleterious influences of anthropocentrism, hence the Anthropocene, and the individuality of humanism and enlightenment. Creating sustainable learning environments is the primary goal of all curricula across the globe. The challenge thus far has been the curriculum approaches that isolate individuals and/or processes from the stakeholders and role players. Curricula emphasized the lone genius’s power and prowess, relying almost solely on their innate abilities as advised by genetic epistemology; this was despite the incessant caution by socio-culturalism and eco-systemic couplings. The latter advocates for the focus on relationalities as a basis for curriculum quality assurance and its transformations. To evidence the above, this article traces how the scholars and practitioners of the curriculum at HEIs and ECCE in South Africa have shifted focus from an emphasis on isolationism to collaboration and the privileging of relationalities. The article highlights the nature and the specificity of those changes and how they relate to new curriculum experiences. 

DRAWING AS A METHOD TO DETECT SOCIO-COGNITIVE PERCEPTIONS OF HUMAN LONGEVITY IN EARLY CHILDHOOD

Abstract The aim of this investigation was to understand how young children socially and cognitively perceive human longevity through drawing. Data for this study were collected from young children, ages 3 to 6, enrolled in Pre-K and Kindergarten classrooms through a university-supported early childhood education center. Investigators first conducted brief open-ended interviews to gauge participant understanding of the concept of being “old.” Participants were then asked to draw a self-portrait image of what might look like at 100 years of age. Finally, participants were asked to describe their picture as well as share a story regarding the self-portrait image they had crafted. Images were decoded and analyzed relative to depicted content, pattern and position, and color preferences. Findings highlight reliance on internal working models which appear to highlight socially emergent and learned attitudes, beliefs, and stereotypes about growing old. Further discussion relative to underlying indication of emotional development will be highlighted.

Ecopoint at School: Intergenerationality in play between children and elderly people at the University of Maturity - UMA

This work is part of an ongoing research carried out within the scope of the Postgraduate Program in Education, at the Federal University of Tocantins (PPGE/UFT). It is research in the field of Intergenerational Education, with documentary and bibliographic analysis on the work involving children and the elderly, maintained by the University of Maturity, of the Federal University of Tocantins (UMA/UFT); which consists of the opening of Schools and Municipal Early Childhood Education Centers in the municipality of Palmas, State of Tocantins, to promote moments of play and interactions that enhance the exchange of experiences between generations. It is a work based on Freirean assumptions regarding Popular Education, from Early Childhood Education, as well as assistance to the elderly population in situations of socio-emotional vulnerability, through intergenerational educational practices.

Educators' perception of oral health in children's schools in Brazil

This study aimed to explore educators' perceptions regarding oral health promotion and the application of Atraumatic Restorative Treatment in the school environment. It is an exploratory descriptive observational study with a qualitative approach. The sample consisted of 18 educators from an Early Childhood Education Center. For data collection, a form was used with open and closed questions about oral health care for children: recreational and educational activities, supervised brushing and Atraumatic Restorative Treatment. Data were analyzed by descriptive analysis and by the Discourse of the Collective Subject. About 60% of educators considered caries a disease, 50% having observed toothache in children in the school environment. The educators considered the educational/preventive activities and the use of Atraumatic Restorative Treatment beneficial to the children. They reported relevance in oral health prevention and promotion actions carried out in the school environment, observing the generation of autonomy and empowerment in children. They also cited a favorable opinion on the use of Atraumatic Restorative Treatment.