Preschool Children's Knowledge Research Articles

The Effectiveness of Video Tutorials to Increase Knowledge and Practices of Brushing Teeth in Preschool Children (Study of Preschool Children at Putra Harapan and Dewi Sartika Kindergarten Tuban)

Preschool children are children aged between 3-6 years, at this age, children like to imagine that they have the strength to do any activities without help. During the development period, children will increase their independence to a greater extent. The stage of development that indicates independence is that they can brush their teeth without help. One effort to increase children's independence in brushing their teeth is by providing education about brushing their teeth using video tutorial media. Problem: Low knowledge and practices of brushing preschool children's teeth. Method: The type of research is pre-experimental with a pre-test and post-test Control Group Design, with a population of 38 preschool children. The data collection instrument used was an observation sheet. The data analysis technique uses the Wilcoxon test and Mann-Whitney test. Results: There was a difference in the effectiveness of education using video tutorials to increase the knowledge and practices of brushing teeth in preschool children at Kindergarten Putra Harapan and Kindergarten Dewi Sartika Tuban after 21 days of observation. Conclusion: There was an increase in preschool children's knowledge and teeth-brushing practices before and after education using video tutorial media. There are differences in the effectiveness of education using video tutorials to increase the knowledge and practices of brushing teeth in preschool children.

Development of a promotional media model using puzzle media as an effort to increase knowledge of dental and oral health maintenance in Preschool Children

Background: Efforts to increase the knowledge of society in general and school children in particular can be carried out through the Communication, Information and Education (KIE) program. Learning while playing is an effective method for children to increase their knowledge. The media used varies greatly, from oral, singing, printed or written media, games such as snakes and ladders and puzzles, to electronic media such as television and the internet. Puzzles are an interesting game for children, because basically children like attractive colored images. Puzzles can train finger dexterity and hand-eye coordination, as well as the cognitive concept of matching shapes and parts to wholes. Objective: To determine the effect of Health Promotion using puzzle media in increasing preschool children's dental health knowledge. Method: This study used a one group pretest and posttest design by providing treatment and measuring preschool children's knowledge before and after treatment. Results: The results of the analysis obtained a significance value of <0.05. Conclusion: There is an influence of puzzle media in increasing the knowledge and dental hygiene of preschool children.

Science Biology Digital Video: Reproductive Health Education for Pre-School Children

The purpose of this study was to determine the effectiveness of the video method and fairy tales on changes in knowledge about reproductive health of sexual violence in pre-school children in TK District in 2023. The research method conducted was to use quasi experimental with purposive sampling with a sample of 120 people. Data techniques included in univariate analysis using frequency distribution and bivariate analysis using statistical calculations of the SPSS program. At Al-Hanif Islamic Kindergarten, the sig value was obtained. (2-tailed) 0.001 in video intervention and 0.000 in fairy tale intervention. In Kartini Kindergarten, the sig. (2-tailed) 0.000 on video intervention and 0.000 on fairy tale intervention. At RA Al-Barokah Kindergarten, the sig. (2-tailed) 0.001 in video intervention and 0.001 in fairy tale intervention. At Az-Zahra Kindergarten, the sig. (2-tailed) 0.001 in video intervention and 0.001. From the significant results in the four kindergartens, it is known that the significant value is less than 0.05. Thus it can be seen that there is an influence in using video and fairy tale methods on pre-school children's knowledge about sexual violence. Based on the results of the Independent sample t-test, the four kindergartens have a sig. (2-tailed) which is <0.05. This shows that there is a difference in effectiveness between video and fairy tale methods on the level of knowledge of pre-school children.

Designing a childhood obesity preventive intervention using the multiphase optimization strategy: The Healthy Bodies Project.

Preventing the development of childhood obesity requires multilevel, multicomponent, comprehensive approaches. Study designs often do not allow for systematic evaluation of the efficacy of individual intervention components before the intervention is fully tested. As such, childhood obesity prevention programs may contain a mix of effective and ineffective components. This article describes the design and rationale of a childhood obesity preventive intervention developed using the multiphase optimization strategy, an engineering-inspired framework for optimizing behavioral interventions. Using a series of randomized experiments, the objective of the study was to systematically test, select, and refine candidate components to build an optimized childhood obesity preventive intervention to be evaluated in a subsequent randomized controlled trial. A 24 full factorial design was used to test the individual and combined effects of four candidate intervention components intended to reduce the risk for childhood obesity. These components were designed with a focus on (a) improving children's healthy eating behaviors and nutrition knowledge, (b) increasing physical activity and reducing sedentary activity in the childcare setting, (c) improving children's behavioral self-regulation, and (d) providing parental web-based education to address child target outcomes. The components were tested with approximately 1400 preschool children, ages 3-5 years in center-based childcare programs in Pennsylvania, the majority of which served predominantly Head-Start eligible households. Primary child outcomes included healthy eating knowledge, physical and sedentary activity, and behavioral self-regulation. Secondary outcomes included children's body mass index and appetitive traits related to appetite regulation. Four intervention components were developed, including three classroom curricula designed to increase preschool children's nutrition knowledge, physical activity, and behavioral, emotional, and eating regulation. A web-based parent education component included 18 lessons designed to improve parenting practices and home environments that would bolster the effects of the classroom curricula. A plan for analyzing the specific contribution of each component to a larger intervention was developed and is described. The efficacy of the four components can be evaluated to determine the extent to which they, individually and in combination, produce detectable changes in childhood obesity risk factors. The resulting optimized intervention should later be evaluated in a randomized controlled trial, which may provide new information on promising targets for obesity prevention in young children. This research project highlights the ways in which an innovative approach to the design and initial evaluation of preventive interventions may increase the likelihood of long-term success. The lessons from this research project have implications for childhood obesity research as well as other preventive interventions that include multiple components, each targeting unique contributors to a multifaceted problem.

DENTAL HEALTH EDUCATION USING DANCE AND SONG MEDIA ON THE KNOWLEDGE OF PRESCHOOL CHILDREN

Backgroud: Preschool-age children are an age group that is prone to dental and oral diseases, especially caries, in improving the degree of dental and oral health, one of which is the need to maintain dental and oral hygiene from an early age. Efforts to improve the dental and oral health of preschool-aged children are with efforts to promote, preventative and curatively simply. Promotive efforts can be done with dental health education with Purpose: This study aims to determine the influence of dental health education using dance and song media on the knowledge of preschoolers in RA Darussalam Tasikmalaya City. Method: This study used a quasi-experimental method (quasi-experimental, with a one-group pretest and posttest research design). Result: statistical tests using Wilcoxon obtained a significance value of 0.000 <0.000 indicating that there was significant knowledge of dental health education using dance and songs. Conclusion: there is an influence of dental health education using dance and song media on the knowledge of preschool children at RA Darussalam, Tasikmalaya City.

Investigation of the effect of augmented reality application on preschool children's knowledge of space

In this study, it is aimed to examine the effect of augmented reality application on preschool children's knowledge of space. A mixed method, which combines both quantitative and qualitative methods, was used in the study. The study group consists of 24 children aged 60-72 months. In the study, a 10-question form created in line with the opinions of experts in the field of pre-school and science education was used to measure preschool children's knowledge of space. Children’s views on the augmented reality practice were determined through semi-structured interviews. Space-themed augmented reality card set for teaching space in the experimental group; in the control group, 2D visuals were used. Obtained data were analyzed using Mann Whitney U test and Wilcoxon test. In the study, it was found that the knowledge levels of the children in the experimental and control groups before the application were close to each other; as a result of the trainings made with the augmented reality application, it was seen that the level of knowledge increased in favor of the experimental group. As a result of the interviews with the children, it was determined that the augmented reality practice drew more attention of the children, created a greater sense of reality, and got them excited compared to the practice with two-dimensional visuals. It has been observed that there are not many studies on supporting preschool children's knowledge of space with technological tools. In this context, it is thought that the study will shed light on the literature.

Sing it or speak it?: the effects of sung and rhythmically spoken songs on preschool children's word learning

Vocabulary knowledge in the primary grades predicts later reading comprehension and academic success. For young children, low initial knowledge about academically-valued words at school entry can serve as a barrier to accessing text and sustaining reading achievement in school. Many studies focus on direct vocabulary instruction and shared book reading as the primary context for fostering preschool children's word learning, but few explore songs as a context for building minoritized preschool children's knowledge about words. Using a within-subject design, we investigated children's word learning from songs. Words were taught with picture cards-only, a song that was sung with a melody, and a song that was rhythmically spoken with no melody. Vocabulary knowledge was measured using a receptive task and a productive definitional task that assessed children's depth of word knowledge. We found that on the receptive measure, children's word learning did not vary across picture card-only instruction and instruction with sung and rhythmically spoken songs. However, both types of songs led to significantly greater gains in children's depth of word knowledge compared to words taught with picture cards-only. The findings of this study contribute to an understanding of whether songs, and specific features of songs, affect preschool children's word learning.

The first assessment of a dog bite prevention program for pre-school children in Turkey

Child safety around dogs is a serious public health concern, in particular in countries where free-ranging dogs and dog-mediated urban rabies are an issue, such as Turkey. The present study is the first to investigate the effectiveness of a dog bite prevention program in pre-school children in Turkey. In this study, pre-school students aged between 3 and 6 years (N = 117) received an interactive education program. The program consisted of an interactive oral presentation, a drama session (“Being a Tree”), and a practical session, i.e. meeting a dog. Two different questionnaires were administered to children before (PrE), immediately after (PE0), and one week after the program (PE1): (i) the Dog-Human Interaction questionnaire and (ii) the Contexts for Approaching Dogs questionnaire. Significant improvements in the scores in both questionnaires were found between the evaluations before and after the education. Moreover, older students had significantly higher scores in both questionnaires during PE0 and PE1. The majority of the students were found to be successful in the evaluation of the “Being a Tree'' concept during PE0 and PE1. The results of this study show that the interactive dog bite prevention program can increase the awareness and knowledge of pre-school children on dog behavior. Findings also suggest that age should be considered when designing a dog bite education program. As being a tree concept can be learned by children from all age groups, it can be a useful and beneficial component of dog bite prevention programs in countries having a big population of free-ranging dogs.

Malaysian Nature Education in Pre-school (MyNEPS) Intervention: Pre And Post Assessment

Malaysian Nature Education in Preschool (MyNEPs) is an initiative to incorporate nature education in the preschool syllabus. It involves learning and hands-on practice in a natural environment setting on five nature elements (climate, flora, fauna, insects, and microbes). This research aims to assess the efficacy of the MyNEPs module towards preschool children through pre-, intervention, and post-assessment. This research adopted an experimental ISSN : 1985-5826 AJTLHE Vol.13, No.1, June 2021, 41-59 42 research design using quantitative approaches. A total of 29 preschool children from Bangi, Selangor were involved in this study. Data collected were analyzed using descriptive and inferential statistics involving normality tests and paired sample t-test. The data normality was measured using the Shapiro-Wilk test, and the result indicated that the data is normally distributed where p=0.072 > 0.05. The overall t-test result shows significant differences (p=0.006) between pre- and post-achievement, with the total mean of post-test was higher with 35.90 than pre-test achievement with 33.59. This result indicated that this module significantly contributes to children's performance on nature prior to the intervention program. As a result, this study shows that the nature education program proposed has improved preschool children's knowledge of the natural environment. Nature education is essential to enhance creativity, problem-solving, and cognitive abilities, thus improving academic performance and setting a strong foundation for science and technology. Therefore, it is suggested that the MyNEPs module should be applied to all preschools premises in Malaysia. Keywords: Assessment, intervention, MyNEPs, Nature education, preschools

Dental Health Curriculum for Pre-Schoolers With Robot Application Intervention

Owing to unhealthy self-care practices such as oral hygiene and diet, preschool children can be at high risk of having dental issues. As traditional oral health education focusing on spreading information and providing advice may not be as effective in making a sustained impact on young children, this study explores how incorporating an innovative element such as a robot game to improve on it can help. Using a quasi-experimental treatment and control group design, two groups of preschool children were compared for the effectiveness of the intervention in eliciting their knowledge of dental health and the behaviours in preventing caries. Findings and implications of this pilot study, the first of its kind on preschool children's dental health knowledge and the use of a robot application as an intervention to enhance the curriculum, are discussed.

Knowledge of Child Health and Affecting Factors Among Preschool Teachers: A Cross-Sectional Study in Chongqing, China.

AimThis research aims to explore the health knowledge mastery of preschool teachers in Chongqing.MethodsA cross-sectional questionnaire survey of preschool teachers in Chongqing was conducted by random sampling. A total of 399 preschool teachers were included in this research. Multiple linear regression analysis was conducted to explore the influencing factors on preschool teachers’ mastery of preschool child health knowledge.ResultsThis research found that the average score of preschool teacher’s knowledge of preschool children was only 34.01±0.78, and the accuracy of the knowledge points of continuous short-distance eye use time was the lowest, at less than 5%. The conducting of eye exercises by the kindergarten and the scores of preschool teachers were negatively correlated (β=−0.257, p<0.001); the score of health knowledge of preschool teachers of the kindergarten whose screen time met the standard was lower (β=−0.113, p=0.017); whether the time and frequency for outdoor activities of the kindergarten met the standards and the health knowledge score of preschool teachers was positively correlated (β=0.130, p<0.001 vs β=0.163, p<0.001). Male preschool teachers and teachers overweight according to BMI had higher scores for preschool health knowledge (β=−0.114, p=0.016 vs β=0.099, p=0.034).ConclusionPreschool teachers in Chongqing had a poor grasp of knowledge regarding preschool children’s health, and in particular, knowledge of children’s exercise and eye use. Educational background and work experience may no longer indicate preparedness for teaching these topics, and suggests that supportive measures can also be directly provided at the kindergarten level in the future to increase the health knowledge of preschool teachers.

Handwashing knowledge and practices among caregivers of pre-school children in underprivileged areas of Nelson Mandela Bay

Objectives: To explore and describe caregivers’ handwashing knowledge and practices in the context of underprivileged urban communities. Design: A qualitative descriptive and exploratory study was conducted during August and September 2017, through five focus-group discussions, with caregivers of children younger than five years attending ECD centres. Setting: Early childhood development (ECD) centres in various underprivileged communities in Ibhayi and Motherwell, Nelson Mandela Bay. Subjects: Thirty-five adults, aged between 24 and 60 years, functioning as primary or secondary caregivers to 105 children, participated. Results: Three themes emerged, of which the first entailed the knowledge of handwashing and compliance with water, sanitation and hygiene (WASH) recommendations. Practical challenges that may prevent compliance with recommendations were highlighted. Handwashing as a social norm emerged as the second theme, and reflection on strategies at primary health care level to increase awareness regarding handwashing in communities was the third theme. Conclusion and recommendations: Current handwashing counselling at primary health care sites may not be perceived as relevant in underprivileged communities. However, with adequate support ECD practitioners have influence to change the handwashing behaviour and knowledge of pre-school children and families. Furthermore, communication and dissemination of handwashing messages should be clear, practical and relevant to address inappropriateness of current poster images and should include suggestions on what to do when experiencing infrastructure challenges and in times of water restrictions. Health-promotion strategies should focus on optimising handwashing practices while caring for pre-school children.

Assessment of effectiveness of dental cognitive-gaming complex to increasing hygienic knowledge in preschoolers

Relevance. Search and perfectioning of effective health programs, as well as the need of further improvement and assessment of the effectiveness of the motivation to acquire new knowledge by children have remained still relevant.Purpose. To evaluate the effectiveness of usage of dental cognitive-gaming complex in increasing the level of knowledge of preschool children.Materials and methods. We have assessed the level of knowledge of 88 preschoolers of 4-6 years old in dynamics. Hygiene lessons were conducted with the usage of “transformer cube”, step-by-step instructions, notes of the lesson and a special patient card. The level of knowledge of preschool children at the beginning, middle and end of the school year was determined with the results, recorded in individual patient card. We evaluated the level of knowledge (minimum, basic, high) due to answer on each question from 16 questions of the card.Results. Number of children with a high level of hygienic knowledge, that are necessary to preserve their own dental health, have been significantly increased under the influence of dental cognitive-gaming complex. Children of all age groups have demonstrated level up of knowledge on key issues, which were the criterion for the objectivization of a motivational benefit. The most significant positive dynamics in maintaining dental health is registered in 6-year-old children. knowledge necessary to preserve your own dental health.Conclusions. Consequently, the older child is, more effective and quickly hygienic motivation and knowledge develop. The cognitive-gaming complex has a significant influence on level up of knowledge on key issues of all age groups of children during the school year. Thus, the motivational complex is effective, and the answers to key questions are a criterion for the objectification of its assessment.

Measuring preschool children's knowledge of the principle of static equilibrium in the context of building blocks: Validation of a test instrument.

Preschoolers' knowledge of the principle of static equilibrium is an important research focus for understanding children's science content knowledge. Hitherto studies have mainly used behavioural observation with small samples. Thus, extending these studies with a validated test instrument is desirable. The aim was to validate an instrument (the Centre-of-Mass Test), which is concerned with preschoolers' knowledge of the principle of static equilibrium, using item response theory. In Study 1, the construct structure was tested, and in Study 2, its relationship with stabilities of symmetrical blocks, figural reasoning, figural perception, mental rotation, level of interest, self-concept, motivation, and language capacity was investigated. A total of 217 five- and six-year-old children participated in Study 1 and 166 five- and six-year-old children in Study 2. All tests were administered as paper-pencil picture tests in groups and single interviews. In Study 1, the Centre-of-Mass Test's conformity with a 1PL-testlet model with an overall knowledge of static equilibrium and with two subtests, estimation of stable and unstable constructions, was confirmed. Using a 95% binomial distribution, children were categorized into three knowledge categories: geometrical-centre, centre-of-mass, and undifferentiated knowledge. In Study 2, knowledge of the principle of static equilibrium showed positive correlations with figural perception and reasoning, language capacity, and estimation of the stabilities of symmetrical objects. The Centre-of-Mass Test measures knowledge of the principle of static equilibrium as a unidimensional construct and mirrors preschoolers' estimations found in previous studies. The acquisition of a more sophisticated static equilibrium knowledge is related to spatial knowledge and language capacity.

NP4 Improving Preschool Children's Food Knowledge and Food Choice Intentions: Results From a Childhood Obesity Preventive Intervention

Objective To examine the impact of a large, preventive intervention on preschool children's food knowledge, and intentions to choose nutrient-dense foods for meals and snacks. Description A total of 29 classrooms across 14 predominantly low-income, rural childcare centers (n = 215 children, 52% female, mean age = 4.1y) were randomized into 1 of 16 conditions that differed based on whether a classroom received an intervention curriculum (Healthy Eating, Active Play and Self-Regulation) or parent/caregiver guidance. For the purposes of this study, we focus solely on the 11-week Healthy Eating (HE) curriculum that covered a number of topics, including: identifying “GO” and “WHOA” foods, food groups, increasing fruit and vegetable intake, and building a “healthy plate.” Evaluation Measures were collected pre-post. To assess children's food knowledge, children were first asked to choose their favorite foods from a list of 30 foods and four beverages that vary in energy content. Children were then asked to choose foods for a “healthy lunch” using foods from the same list. A snack selection procedure was used to assess children's food preferences and ability to choose the healthier choice from a list of nine pairs of foods; each pair contained an energy-dense and nutrient-dense food. Children in the HE condition showed a slightly larger increase in their ability to correctly identify nutrient-dense foods. Children in the HE condition showed an increase in nutrition knowledge, and competence in making nutrient-dense snack and meal choices. Children in the HE condition also showed more than a two-fold greater increase in their ability to identify nutrient-dense snack foods than children who were not in the HE condition. Data collection with more than 700 participants is ongoing; results including these additional participants will be shared. Conclusion and Implications Increasing children's food/nutrition knowledge and intentions to choose nutrient-dense over energy-dense foods may lead to the development of healthy dietary patterns that prevent the development of obesity in young children.

A Systematic Review of Data Collection Techniques Used to Measure Preschool Children's Knowledge of and Preference for Physical Activity.

Background: Early childhood has been identified as a crucial period in which children develop physical activity preferences and behaviors. Both the knowledge of and preferences for physical activity are key proximal indicators of activity choices in children. Thus, accurate data collection tools are required to measure these variables. This review evaluates the data collection techniques that have been utilised to assess preschool children’s knowledge of and preference for physical activity, and examines the validity and reliability of existing techniques. Methods: A systematic search for relevant studies published from 1980 through to December 2017 was conducted via ProQuest, CINAHL, Embase, Scopus, ERIC, PubMed, MEDLINE, and ScienceDirect. Results: Fourteen studies were eligible for inclusion in the review. The identified studies employed a limited but disparate range of techniques to assess children’s physical activity knowledge and preferences. Findings reveal that four techniques were consistently used across the reviewed studies, including: interviews, structured play-based activities, questionnaires, and observations. Only four out of 14 included studies reported the assessment of the validity of the data collection tool used, and six reported testing the measures for at least one type of reliability. Conclusion: There is a need for validated and reliable measures to assess children’s knowledge of and preference for physical activity. Greater consideration is required to align data collection techniques with the characteristics, needs and abilities of this study population.

Sequence text structure intervention during interactive book reading of expository picture books with preschool children with language impairment

This study explores the outcomes of an interactive book reading intervention featuring expository picture books. This small-group intervention was delivered by four practitioners (two early childhood special education teachers and two speech-language pathologists) three times per week for 8 weeks to 6 preschool-age children (3 years 1 month to 4 years 9 months) identified with language impairment. The intervention included use of language facilitation strategies during interactive book reading and extension activities after reading for promoting children’s understanding of signal words related to the sequence text structure (e.g. first, next, then, finally), academic vocabulary, and science topic knowledge related to plants (how plants grow, plant parts, plant needs). Outcomes indicated that practitioners increased their use of language facilitation strategies over the course of the intervention in both contexts of interactive book reading and extension activities. Children with language impairment made significant improvements in their receptive understanding of sequence signal words, vocabulary, and science topic knowledge from pre-test to post-test. These findings suggest the promise of a sequence text structure intervention implemented in the contexts of interactive book reading of expository picture books and extension activities for supporting the syntax, vocabulary, and content knowledge of preschool children with language impairment.

ACCELERATING THE FORMATION OF CHILDREN’S VALUES IN A LEARNING ENVIRONMENT

Introduction. The present publication presents the results of an experiment conducted on the territory of Bulgaria with children aged 4.5 to 6 years. The aim of the research is to work out a model of interaction based on the contemporary knowledge of preschool children’ development and cognitive process peculiarities of children aged 4.5 to 6. Methodology and research methods. The methodology of the research is based on theories and classifications of values by Rokeach, Graves, Inglehart (values of survival and self-expression) and Hofstede (desired and desirable values). Active approach and principles of determinism (S. L. Rubinstain, A. C. Brushlinskiy) and interiorization (L. S Vigotskiy, A. I. Leontiev), systemic approach (B. F. Lomov, B. N. Rizhov) are used in the experimental part of the research work. Psychological neoformations are educed by means of the diagnostic test proposed by P. V. Stepanov, D. V. Grigoryev; I. V. Stepanova. Results. There have been visible changes in the profiles of children after the experiment held. It is found out that value system formation in childhood is influenced by the development of higher cognitive processes. This formation can be accelerated by specially organized social cultural and learning environment that widens children’s understanding of the world they live in. As a result they start finding sense and realize values. There appears a transfer from knowledge to self-regulation behavior. Scientific novelty. Pilot data got during the experiment prove the model is an innovative method of pedagogical interaction and a «practical tool» for teachers. Four algorithms are developed to support cognitive, emotional and volitional processes, including thinking for accelerating the formation of values of children 4 to 6 years old. Practical significance. The suggested model is particularly suitable for use in multicultural and heterogeneous social composition groups.

Technology‐enhanced storytelling stimulating parent–child interaction and preschool children's vocabulary knowledge

AbstractPreschool children's vocabulary mainly develops verbal through interaction. Therefore, the technology‐enhanced storytelling (TES) activity Jeffy's Journey is developed to support parent–child interaction and vocabulary in preschool children. TES entails shared verbal storytelling supported by a story structure and real‐time visual, auditory and textual prompts on a tablet computer. In this exploratory study, we investigated how TES influenced parent–child interaction and vocabulary. An experimental pretest‐intervention‐posttest design was followed with 44 3‐year‐old children and their parents in the experimental group and 27 peers in the control group. Results revealed that TES stimulated active child involvement and generated parent–child interaction, yet a great variety in TES characteristics both in time spent and usage of prompts was found among participants. Dyads that spent more time on story phases showed more and higher quality parent–child interaction. The usage of prompts was associated with improved parent–child interaction quality. Finally, an effect of TES was evidenced on children's productive vocabulary knowledge. To conclude, this study demonstrates that TES can be considered as a promising context for fostering parent–child interaction and children's vocabulary development.

Attitudes and knowledge of preschool children’s parents about preventive vaccinations

Introduction. Despite being mandatory, the preventive vaccinations in Poland stir up numerous controversies and cause concern among parents, mostly because of potential medical complications after vaccinations. Because of the favourable epidemiological situation more and more parents are not confident whether preventive vaccinations for children are still necessary. On the other hand, scientists are warning against the recurrence of infectious diseases that have been controlled through vaccination. The ongoing discussion whether to vaccinate or not, leaves parents in dismay. On the one hand, this situation makes some parents give up vaccinating their children, on the other, promotes education and conscious decision-making processes. Aim. The aim of this study was to describe the level of the knowledge, experience and the opinion of parents of children of preschool age in the area of protective vaccination. The results can be used as educational material. Material and Methodology. The study included 102 parents of preschool children. Diagnostic survey method was applied in the research, using the author’s questionnaire. Results. Less than half of respondents (48%) knows the optimal age at which a person should be vaccinated against tuberculosis, more than half (56.9%) knows when to provide the first dose of the Polio vaccine. Approximately half of the respondents (51%) knows the diseases (measles, mumps and rubella) against which the MMR vaccine protects. The respondents know additional immunization program (82.4%). They also know such terms as the combined vaccine (90.2%) and postvaccination reaction (69.8%). The fear of vaccination was reported by approximately 5% of respondents (definitely yes). Some parents (31.7%) do not notice any concern against vaccinations, the remaining ones are worried about possible complications (30.7%), an allergic reaction and the fear of a needle prick. Parents with university education report more doubts and fears. According to 36.6% of respondents, parents should take the decision on their child vaccination, but only 6.9% have sufficient knowledge on this topic. The surveyed people who are definitely against punishment of parents who do not vaccinate children account for 19.6%. Among all of the surveyed, only one person admitted that his/her child was not vaccinated and this was his/her personal choice. The respondents benefit from recommended vaccinations (49%), mostly against rotavirus. Most of the surveyed people (69%) would vaccinate their children with recommended vaccines if they were free of charge. Conclusion. Analysis of the studies shows that parents of preschool children have an average level of knowledge about immunizations. Most respondents think that the number and the kind of mandatory vaccinations are correct. More than half of respondents believes that vaccinations of children do not endanger their lives and health. The vast majority of parents do not observe in their children the side effects after vaccination.