Preschool Children's Perceptions Research Articles

An Investigation into the Perceptions and Stereotypical Beliefs of Preschool-Age Children Regarding Poverty

The perception of poverty among children in the process of socialization can be indicative of how society perceives poverty. Identifying this perception is crucial for developing different approaches to address poverty. Stereotypes related to poverty are another important aspect that draws attention. Stereotypes involve generalizing specific characteristics of one social group based on comparisons with another group. This study aims to determine preschool children's perceptions and stereotypes regarding poverty. The research method employed is qualitative, utilizing a case study design. Data was collected through drawings and semi-structured interviews with five-year-old children. Content analysis was employed for data analysis. The research findings revealed that children's perceptions of poverty can be grouped under four themes: financial situation, housing and sanitary conditions, health, and living spaces. Children's stereotypes about poverty emerged as "economic, health, physical, gender, and cultural-oriented stereotypes." In conclusion, it can be stated that children develop both perceptions of poverty and societal stereotypes related to poverty from an early age.

Racial categorization and intergroup perception in preschool children: A focus on group membership and group size in the French context

In the current study, we explored how context influences intergroup perception in 3- to 6-year-old children (N = 242; Mage = 55.5 months, SD = 9.94) in France. We examined the impact of participants’ group membership (belonging to a high- vs. low-social-status group) and their group size on the development of racial categorization and the perception of cultural distance. Children completed two tasks using photographs depicting children from the three most represented racial groups in France: Caucasians, Black Africans, and North Africans. In the first task, the free categorization task, they were asked to group photographs of children they thought belonged together. Results revealed that as children grew older, they increasingly grouped children based on their race. In addition, high-social-status (nonmarginalized) children categorized more based on race than low-social-status children. In a second task, children were requested to rate the same photographs on a 5-point Likert scale for perceived cultural distance in three criteria: music, eating habits, and language. Results showed that regardless of their own group membership, children perceived photos representing children of color (North and Black Africans) as culturally more distant than White children on all criteria. However, this bias was not observed in schools where groups have equal numerical status, suggesting a positive impact of environments where groups are numerically equal.

Still on the same page: A gender comparison of the top 100 picture books from the UK and China published 2011–2020

AbstractAs a primary source for the early ages, picture books guide preschool children's gender perception through stories and illustrations. However, previous studies have criticised an overall gender inequality in children's picture books. Compared to the increasing attention on gender diversity in the UK picture book industry, there has been little concern shown about gender diversity in the Chinese picture book market (which has only developed in the 21st Century). This article compares gender representation and gender stereotypes within 200 UK and Chinese bestselling picture books published between 2011 and 2020. It examines a range of aspects including authors' gender, and gendered aspects of book texts and illustrations via content analysis and text mining. Results show (1) there is male dominance in bestselling Chinese authorship, while titles from female authors are more prevalent in the UK list; (2) there is a predominance of male central characters in both bestselling UK and Chinese titles; (3) the narratives in bestselling picture books, especially in Chinese book texts, promote gender essentialism and gender biases in picture books from both markets; (4) that UK titles in translation, as well as other foreign titles, become an essential means of promoting gender equality in the mainstream Chinese picture book market. This study stresses that gender inequality is an international issue and aims to remind all parties in two different picture book industries to work on gender equality in future publishing practice, while showing that translation studies allow us to see how different markets intersect.

Okul öncesi çocukların evlilik çatışması algısı ile kişilerarasi problem çözme becerileri arasındaki ilişkinin incelenmesi

One of the most important perspectives explaining the effect of marital conflict on children is the Cognitive-Contextual Theory. Within the framework of this theory, the aims of the study were to examine preschool children's perceptions of marital conflict; to investigate the effect of children's perceptions of marital conflict on their problem-solving skills; and to find an answer to the question of whether the interaction effect of children's perceived conflict frequency and parental conflict resolution type will make a difference in interpersonal problem-solving skills. Participants were 106 kindergarten children aged 5-6 years and their mothers. “Perception of Marital Conflict Cards” and “Preschool Interpersonal Problem-Solving Test” were administered to children and “O’Leary Porter Marital Conflict Scale” was applied to mothers.
 To examine children's perception of marital conflict, the answers to the Perception of Marital Conflict Cards were analyzed by content analysis. The findings supported the Cognitive-Contextual Theory for the 5-6 aged. Regression analysis results showed that children's perceived frequency of conflict, feelings of sadness, and perceived type of parental conflict resolution significantly predicted interpersonal problem-solving skills. Two-way ANOVA was used to examine whether the interaction effect of children's perceived frequency and parental conflict resolution type differentiated interpersonal problem-solving skills. No significant difference was found in the interaction effect. However, the main effect of children’s understanding of parental conflict resolution type is found to make a significant difference in children’s problem-solving skills. The findings revealed that marital conflict is more than a problem within the family and its importance in children's peer relationships.

Causes, Consequences and Solutions to Environmental Problems from the Eyes of Preschool Children

This study is a case study that investigates the perceptions of preschool children about the causes, consequences, and solutions to environmental problems. A total of 41 children participated in the study. The data were obtained by using the draw and explain the technique, which included 3 different drawings and telling the children about the causes, consequences, and solutions of environmental problems. In the analysis of the data, the content analysis method was used. As a result of the research, it was found that the preschool children's perceptions were limited; however, as the age group grows, it has been determined that the icons used in the pictures related to the causes, consequences, and solutions of the environmental problems vary. It was revealed that the children associate the causes and consequences of environmental problems with pollution and the ways of solving environmental problems with the prevention/elimination of this pollution. It has been observed that the number of children related to the destruction of nature and irresponsible consumption of natural resources with environmental problems is very limited. In order to improve children's perceptions of environmental problems, it is suggested that teachers and parents should give more space to activities and games related to the environment in daily flow.

Causes, Consequences and Solutions to Environmental Problems from the Eyes of Preschool Children

This study is a case study that investigates the perceptions of preschool children about the causes, consequences, and solutions to environmental problems. A total of 41 children participated in the study. The data were obtained by using the draw and explain the technique, which included 3 different drawings and telling the children about the causes, consequences, and solutions of environmental problems. In the analysis of the data, the content analysis method was used. As a result of the research, it was found that the preschool children's perceptions were limited; however, as the age group grows, it has been determined that the icons used in the pictures related to the causes, consequences, and solutions of the environmental problems vary. It was revealed that the children associate the causes and consequences of environmental problems with pollution and the ways of solving environmental problems with the prevention/elimination of this pollution. It has been observed that the number of children related to the destruction of nature and irresponsible consumption of natural resources with environmental problems is very limited. In order to improve children's perceptions of environmental problems, it is suggested that teachers and parents should give more space to activities and games related to the environment in daily flow.

Association between Parents' Perceptions of Preschool Children's Weight, Feeding Practices and Children's Dietary Patterns: A Cross-Sectional Study in China.

Parental perception of children’s weight may influence parents’ feeding practices, and in turn, child dietary intake and weight status; however, there is limited evidence generated for preschoolers. The aim of this cross-sectional study was to investigate associations between Chinese parents’ perceptions of child weight, feeding practices and preschoolers’ dietary patterns. Participants (1616 parent-child pairs) were recruited from six kindergartens in Hunan, China. Parents’ misperception, concern, and dissatisfaction on child weight were collected through a self-administered caregiver questionnaire. Parental feeding practices and children’s dietary intake were, respectively, assessed using the Child Feeding Questionnaire and a Food Frequency Questionnaire. Linear regression models were applied to analyze associations between parental weight perceptions, feeding practices, and preschooler’s dietary patterns. Associations between parents’ weight perceptions and dietary patterns were significant only among underweight children. Regardless of child weight status, parental weight underestimation and preference for a heavier child were positively associated with pressure-to-eat. Parental weight concern was positively associated with restriction in normal weight child, but this was not found in other weight groups. In conclusion, Parents’ misperception, concern, and dissatisfaction about child weight are associated with parents’ feeding practices and may influence preschoolers’ dietary quality, but the relationships vary by children’s actual weight status.

Изучение пространственно-зрительных представлений у старших дошкольников с ограниченными возможностями здоровья

The research aims to summarise results of studying spatial and visual perception in senior preschool children with normotypical development and children with health limitations (severe speech disorders and delayed mental development). The article presents scientific and methodological foundations for spatial and visual perception formation in senior preschool children with different starting capabilities; the authors have conducted a comparative analysis and summarised results of studying spatial and visual perception in normotypical senior preschool children and their peers with severe speech disorders and delayed mental development attending groups of combined orientation, that is, students in the setting of inclusive preschool education. Scientific novelty of the research lies in developing a comprehensive methodology for studying spatial and visual perception, which makes it possible to assess the level of this perception formation and identify children at risk who are in need of special classes on forming topological, temporal and optical perception during transition to school. As a result of a qualitative and quantitative analysis of topological, temporal, visual and optical perception in preschool children, the authors have added to the research material on spatial and visual perception in normotypical children, in children with severe speech disorders and delayed mental development, which allows for these disorders prevention in the process of preparing for written speech acquisition (dysgraphia, dyscalculia and dyslexia).

MAJOR ASPECTS OF STUDYING GENDER IDENTITY OF CHILDREN IN THE TEACHING AND EDUCATIONAL PROCESS

The world is constantly changing and the roles of men and women in modern society are changing accordingly. In recent years, public interest in gender issues has significantly increased. Among the remarkable achievements of the indigenous science is the study of the phenomenon of gender identification, the influence of gender stereotypes and gender polarization in preschool age. In a "gendered" society, the appropriate gender-role identification of children is carried out, which determines the specifics of primary gender socialization, becomes an internal regulator of social activity of an individual. Gender, established at birth, cannot mechanically determine the type of gender identification, that is why its formation is a complex process of choosing and mastering one of the two patterns of gender behavior. The topic of our study is relevant because of the importance of the period of gender and age identification of the adolescent, whose clear and irreversible idea of his gender is being formed, as well as understanding and acceptance of the roles of sexes, recognition of the irreversibility of gender as a major component of self-awareness and self-identification.Child's gender perceptions are actively formed in preschool age and are an integral component of person's gender identity. Child masters the social norms, patterns of behavior and cultural values of his/her nation. The gender approach to the upbringing of the preschool children should be focused on the formation and establishment of equal, gender-independent opportunities for self-realization of the individual. However as practical experience shows, the gender component and its methodological data are insufficient in terms of the content of preschool education. In preschool institutions, gender education takes place spontaneously, educators use the traditional approach to forming child's self-esteem and his stereotypes of self-perception only on the basis of gender, so it is important today to pay more attention to gender education and socialization.Experimentally it has been investigated the peculiarities of gender and age identification of the preschoolers of the preschool institution of a combined type #9 of the city of Chernivtsi. According to the research, the greater part of children of 5-6 years old are aware of their belonging to the male or female sex, having the already formed gender identity. Gender perceptions of preschool children are gender-appropriate: girls’ - feminine, and boys’ – masculine. In addition, they are stereotypical: boys have instrumental role, girls-expressive.We believe that gender approach is the theoretical basis for effective learning, education and socialization, and a priority part of modern education.

Exploring the Performance of Self-Care and Visual Perception in Preschool Children With Autism Spectrum Disorder (ASD)

Abstract Date Presented 03/27/20 The results of this study showed that self-care and visual perception in preschool children with ASD significantly differed from typically developing peers. Self-care performance was significantly correlated with visual perception, indicating that preschool children with ASD had greater self-care performance when they demonstrated better visual perception skills. Primary Author and Speaker: I-Jou Chi Additional Authors and Speakers: Ling-Yi Lin

Preschool children’s perceptions on human–environment relationship: follow-up research

ABSTRACT In the current study, we focus on how the early childhood education for sustainability (ECEfS) program develops the perceptions of preschool children about the human–environment relationship. The sample of the study consisted of preschoolers aged 60–66 months in Ankara, Turkey. The data were collected through the drawings of children on the topic of ‘human–environment’ and interviews on drawings obtained before and after the program. The findings revealed that children perceive their environment as a peaceful and gentle place. Furthermore, children conceptualized the environment through unusual and fantastic elements and they described the environment through secondary sources. There was a shift in descriptions in the post- and follow-up drawings including proposing recycling as a way of reconstructing the human–environment relationship, with making connections between global issues. In parallel to post findings, follow-up drawings gained after 10-month of the implementation highlights children’s own solutions for a sustainable future.

The right hemispheric dominance for face perception in preschool children depends on the visual discrimination level.

The developmental origin of human adults’ right hemispheric dominance in response to face stimuli remains unclear, in particular because young infants’ right hemispheric advantage in face‐selective response is no longer present in preschool children, before written language acquisition. Here we used fast periodic visual stimulation (FPVS) with scalp electroencephalography (EEG) to test 52 preschool children (5.5 years old) at two different levels of face discrimination: discrimination of faces against objects, measuring face‐selectivity, or discrimination between individual faces. While the contrast between faces and nonface objects elicits strictly bilateral occipital responses in children, strengthening previous observations, discrimination of individual faces in the same children reveals a strong right hemispheric lateralization over the occipitotemporal cortex. Picture‐plane inversion of the face stimuli significantly decreases the individual discrimination response, although to a much smaller extent than in older children and adults tested with the same paradigm. However, there is only a nonsignificant trend for a decrease in right hemispheric lateralization with inversion. There is no relationship between the right hemispheric lateralization in individual face discrimination and preschool levels of readings abilities. The observed difference in the right hemispheric lateralization obtained in the same population of children with two different paradigms measuring neural responses to faces indicates that the level of visual discrimination is a key factor to consider when making inferences about the development of hemispheric lateralization of face perception in the human brain.

Development of auditory perception in preschool children

ObjectiveThe aim of this study was to determine whether the auditory skills presented by five-year-old children can predict their performance in auditory processing (AP) tests at seven years old. DesignThirty-five children were evaluated for AP at two different times. At evaluation 1, the children were between 5 years 2 months and 6 years 1 month of age, and at evaluation 2, they were between 7 years 1 month and 7 years 8 months of age. The interval between the evaluations ranged from 18 to 23 months. After evaluation 2, the 7-year-olds were classified according to their performance on central AP tests. The children were divided into three groups: GI included nine children with at least two AP tests that scored two standard deviations below the mean and the presence of a speech complaint; GII included 18 children with at least two AP tests that scored two standard deviations below the mean and no speech complaints; and GIII included eight children with no more than one test scored two standard deviations below the mean and no speech disorders complaint. The analysis was performed considering each test individually and as a battery of applied tests. From the results obtained, a discriminant analysis was performed to assess the differences in test performance between the groups when the children were 5 years old. ResultsThe discriminant analysis showed that with the results obtained during evaluation 1, it was possible to predict which group 74.3% of the children would be classified into after evaluation 2. The percentage of correct classifications for each group was 77.8% for GI, 66.7% for GII and 87.5% for GIII. That is, 87.5% of the children who were classified as GIII after evaluation 2 had already demonstrated good auditory performance in the tests applied at 5 years of age. ConclusionsChildren who exhibited lower scores on AP tests at 7 years of age had demonstrated poor auditory perception at 5 years of age. This finding is relevant because it offers the possibility of stimulating or training these auditory skills in preschoolers to foster their development.

Visual perception in preschool children with atypical development

Visual perception in preschool children with atypical development

A study on perceptions of preschool Children’s furniture design: Pictorial stimuli experiment

The preschool center there is a place for educational topreschool children before they begin compulsory education at primary school. The different of the preschool children’s furniture will affect the different perceptions of preferences and behaviors of children in the classroom. The furniture that relating the satisfaction of children. It will become the part of stimulus that attracts and motivates children and also an appropriate physical elements to encourage a learning environment. The research found that the different elements of design on the preschool children’s furniture affect the perceptions of children they prefer the follow: warm colors on children’s desk and chair while cool colors on bookshelves, and non-pattern, natural (animal) form and natural (wood) material on children’s desk, children’s chair and bookshelves.The study results can help designers in their selection of elements of design on the preschool children’s furniture, specially for classroom in the preschool center.

Who counts as a writer? Examining child, teacher, and parent perceptions of writing

ABSTRACTThe current study used a mixed method design with 245 preschool children, 255 teachers, and 156 parents. Researchers interviewed children and surveyed teachers and parents about their perceptions of preschool children’s writing abilities and developmental writing stages. The results of the study showed that each group defined writing differently and parents were less likely to have positive perceptions about preschool children’s writing abilities than children and teachers. Correlation analysis demonstrated that teacher and parent perceptions of children’s writing abilities were not related to children’s own perceptions of their writing abilities in this study. This study illuminates that alignment of home and school writing practices could be improved through parent education about developmental writing stages, by asking children about their own writing perceptions, and by encouraging sharing between parents and teachers about their home and school practices and philosophies related to writing.

Contralateral Associated Movements Correlate with Poorer Inhibitory Control, Attention and Visual Perception in Preschool Children

Contralateral associated movements (CAMs) frequently occur in complex motor tasks. We investigated whether and to what extent CAMs are associated with inhibitory control among preschool children in the Swiss Preschoolers' Health Study. Participants were 476 healthy, typically developing children (mean age = 3.88 years; 251 boys) evaluated on two consecutive afternoons. The children performed the Zurich Neuromotor Assessment, the statue subtest of the Neuropsychological Assessment for Children (NEPSY), and cognitive tests of the Intelligence and Development Scales-Preschool (IDS-P). CAMs were associated with poor inhibitory control on the statue test and poor selective attention and visual perception on the IDS-P. We attributed these findings to preschoolers' general immaturity of the central nervous system.

Teachers' Perceptions of Preschool Children's Psychomotor Development in Spain.

This study analyzed the psychomotor profiles of preschool stage students and to determine how these data agreed with the students' teachers' subjective assessment. We also correlated these data with other variables such as age, gender, and family influence. A total of 211 children aged 3 to 6 years, in the second cycle of preschool from 30 classes of 10 schools in Spain participated. Additionally, 30 preschool teachers from these classes participated. Study results revealed serious teacher misperceptions regarding their students' psychomotor development, with low agreement rates between students and teachers in the motor dimension and slight agreement rates in communicative, cognitive, and social areas. The reasons for and implications of these misperceptions are discussed.

Preschool staff and parents’ perceptions of preschool children’s physical activity and fundamental movement skills from an area of high deprivation: a qualitative study

This study investigated preschool staff and parents’ perceptions of preschool children’s physical activity (PA) and fundamental movement skills (FMS), in relation to the environment, facilities, play and barriers to PA. Following institutional ethics approval, semi-structured focus groups were conducted in four preschools, with the inclusion of parents and staff of 2–4-year-old children from North Warwickshire, England. The focus groups consisted of between four and five participants and included both parents and staff. However, focus groups were homogeneous in terms of gender, socio-economic background and predominately homogeneous in ethnic background. Thematic analysis was used to identify key themes and subthemes. Emergent themes included: spacious outdoor environment, the use of climbing frames and outdoor equipment for promoting PA and developing FMS, who was responsible for PA; time, cost, health and safety concerns as barriers to PA and staff training. Findings suggest that preschools provide good opportunities for PA and FMS, especially for preschool children from low socio-economic backgrounds, allowing them access to outdoor exercise and equipment. However, results from the focus groups highlighted a need for more staff training and greater parental involvement in relation to PA and FMS opportunities, to further improve preschool children’s PA levels and develop their FMS. To increase PA and FMS in preschool children, interventions are required which continue with the current levels of PA in preschools, whilst including greater parental involvement and staff training for increasing PA levels and developing FMS.

Examining the Value Perceptions of Preschool Children According to Their Drawings and Verbal Expressions: Sample of Responsibility Value

Preschool period is an important period when the first knowledge, first skills and first values are acquired concerning life. Knowledge, skills and values that are acquired in this period form the basis of an individual’s future life and learnings. “Responsibility” is involved as a value in different “value” classifications and researches. The objective of this study is to examine the “value” perceptions of preschool children via drawings, expressions of children and interviews conducted with children on the basis of the sample of “responsibility” value. The study included 60 children from the age groups of three, four and five, who were attending a nursery school in a city center of the Central Black Sea Region. The data of this study, which was conducted in the phenomenologic pattern that is among qualitative research patterns, were collected via draw and express technique. Children who participated in the study were given crayons and drawing papers and they were asked to draw a picture about responsibility value. After completing their drawings, children were taken into personal interviews where they were asked to express their drawings. Personal interviews were conducted with five children from every age group and totally 15 children. Interviews with children were recorded with a tape recorder. The study data were analyzed with descriptive analysis and content analysis methods. As a result of the study, it was determined that children from all age groups drew pictures about “responsibility” value; however, three-year-old children mainly scribbled. This result shows a consistency with children’s line-drawing development. It was observed that children aged four and five generally drew themes concerning the responsibilities of helping their mother and father, taking care of plants/flowers, feeding animals and self-care. Five-year-old children were observed to involve a higher number of details in their drawings and verbal expressions than other children. Children’s drawings and verbal expressions showed that they all had a positive perception about “responsibility” value.