Preschool Context Research Articles

Preventing Stunting Through Mujaer Fish Nuggets in Early Childhood Education

Background: Stunting significantly affects early childhood development, highlighting the need for effective nutritional interventions. Specific Background: The development of fish nugget products offers a novel strategy to enhance dietary diversity among young children through parental engagement. Knowledge Gap: However, there is limited understanding of how parental participation influences nutritional programs and stunting prevention in early childhood settings. Aims: This study investigates fish nugget production as a nutritional strategy and the role of parental involvement in a preschool context. Results: Through qualitative methods, including interviews and observations, the study reveals that 90.48% of parents expressed interest in preparing fish nuggets at home, leading to increased nutritional awareness and strengthened community ties. Novelty: This research presents a community-based model that utilizes local resources to address stunting while promoting parental engagement. Implications: The findings underscore the importance of collaborative efforts in nutritional education, suggesting that similar initiatives could be adopted in other communities to effectively combat stunting. Highlights : Emphasizes the role of parental involvement in improving children's nutrition. Highlights the effectiveness of community-based interventions in combating stunting. Demonstrates increased interest in healthy food preparation among parents. Keywords: Stunting, Nutritional Education, Parental Engagement, Fish Nuggets, Early Childhood

Intervention in Time Processing Ability and Everyday Functioning for Preschool Children in Need of Special Support: A Randomized Controlled Study

ABSTRACT Children in need of special support in preschool (INS) often exhibit delayed time processing ability (TPA) which can significantly impact their everyday functioning (EDF). This study evaluates whether the MyTime intervention could improve TPA and EDF in preschool children aged five to six-year INS. A registered randomized controlled trial (ISRCTN85136134) using a waiting-list control group investigated the effectiveness of MyTime, an occupational therapy intervention program given to preschool children INS in their classrooms for 8 weeks. Data collection included KaTid-Child® for the assessment of TPA, the Time-Parent scale, the Adaptive Behavior Assessment System, and the Autonomy scale for assessing EDF. To evaluate between-group differences, data were analyzed using linear regression. The results show that both groups improved from baseline to post-intervention in TPA and everyday functioning but at the post-intervention, there were no between-group differences. To summarize, the MyTime intervention, indicated an increase in TPA and EDF but no between-group differences were found. Early cognitive levels of TPA in preschool children INS advocate for a longer intervention period. It is possible that long-term follow-up or additional measuring of the teacher’s attitudes and the children’s engagement in the preschool context could have yielded other results.

Teacher engagement in professional learning communities in preschool contexts

ABSTRACT Despite the valuable insights provided by previous studies on the characteristics and contributing factors of professional learning communities (PLCs) in early childhood education contexts, there remains a lack of research investigating teacher engagement within PLCs and its influence on driving transformative change. The objective of this study was to examine teacher engagement in PLCs and its effects on teaching practices within preschool settings. Ten English teachers from two preschools in Hong Kong participated in the study through university-school partnerships. Data was collected through interviews, observations, and recall commentary. The findings revealed that frontline teachers actively engaged in various dimensions within the PLCs, including cognitive, behavioural, affective, and social aspects. These four dimensions were found to be interconnected and mutually inclusive. Increased teacher engagement within the PLCs resulted in changes in teaching practices, particularly towards play-based learning. In conclusion, this study emphasises the implications of these findings for government support and teacher development in the preschool field.

Dialogic reading in preschool: a pragmatic randomized trial enrolling additional language learners

Additional language learners are at risk of presenting lower language skills in the majority language compared to peers. These differences in language skills have been observed at an early stage of education and may impact academic achievement later on. A randomized trial with a switching replications design was performed in Swedish preschools to examine the effectiveness of small group dialogic reading, aiming to promote oral language skills. The sample comprised 85 children with diverse language, socioeconomic, and cultural backgrounds attending nine preschools in three school districts. Dialogic reading was conducted by ten teachers, trained in dialogic reading and coached by three special education teachers. The dialogic reading intervention was feasible in preschool context and children progressed in their oral language skills during the intervention.

Teacher Motivational Scaffolding and Preschoolers’ Motivational Triggers in the Context of Playful Learning of Multiliteracy and Digital Skills

AbstractThis research focuses on exploring teacher motivational scaffolding and preschoolers motivational triggers in a playful learning project conducted in a Finnish preschool context. The aim of playful learning was to promote preschoolers’ multiliteracy and digital skills in a news-making project. The participants were 17 preschoolers and their teacher. Video ethnography and qualitative content analysis were employed as research methods. The findings indicate that the teacher’s motivational scaffolding strategies in playful learning pedagogy included connecting with the preschoolers’ prior experiences and interests, promoting exploration skills, supporting the different developmental levels of the preschoolers, and encouraging them to participate in playful learning. The following motivational triggers were identified for preschoolers: 1) engaging in discussions about news, 2) exploring news through traditional and digital media, 3) utilizing digital tools, and 4) creating and engaging in news-related activities. The findings contributed to the development of a motivational design model for playful learning.

Prosocial Behaviour Development among Preschool Children: Effect of Peer Socialisation

This study applied a systematic literature review to explore the influence of peer socialisation on prosocial behaviour among preschool children. Using Manual content analysis, 57 studies were identified; variables covered peer socialisation and prosocial behaviour. The study revealed that the majority of research focused on the role of parental and siblings' socialisation in the home context and teachers' socialisation in the school context and their influence on prosocial behaviours among young children. However, few studies focused on the influence of peer socialisation on children's prosocial behaviour in preschools. The main analyses were revealed to be regression and multilevel. Few studies linked attachment theory with socialisation and prosocial behaviour. This is the first study to explore the influence of peer socialisation on prosocial behaviour among preschool children in Tanzania. Since prosocial behaviour is a foundation of positive emotional development and individual well-being, this study recommends that preschool curriculum should consider peer socialisation as an important aspect in promoting prosocial behaviour. Teachers in preschools should be advised to design frameworks that can guide peer socialisation among children in a bid to enhance sustainable and prospective prosocial behaviour, which has a great influence on positive emotional development, positive social interaction, and cognitive development among young children in preschool contexts

Feasible Peer-Mediated Intervention for Autistic Children Using Minimal Speech: A Qualitative Intervention Development Process.

Qualitative engagement with stakeholders in the development of interventions can provide insight into strategies to maximize feasibility in real-life settings. We engaged stakeholders (autistic adults, early childhood educators, early childhood sector leaders and policy influencers, parents of autistic children, and speech-language pathologists) to inform the development of an educator-led peer-mediated intervention (PMI) for autistic preschoolers who use minimal speech that is feasible to implement in inclusive early childhood education and care (ECEC) settings. A qualitative iterative intervention design process was utilized. Stakeholders (N = 15) attended an online workshop and completed a document review exploring the acceptability and feasibility of the proposed embedded PMI. A two-step analysis procedure using the Theoretical Domains Framework and template analysis was conducted to identify the barriers, enablers, and supports to the implementation of embedded PMI in early childhood settings. While embedded PMI was unanimously acceptable to stakeholders, several participants expressed concerns regarding feasibility. Barriers to the successful integration and implementation of PMI in inclusive preschool contexts included access to skills, knowledge, and resources. Participants identified strategies to overcome modifiable barriers and to enhance the existing enablers. These strategies are reflected in the following themes: build on the familiar, build capacity in augmentative and alternative communication, adopt a whole center approach, adapt to meet the needs of the ECEC setting, and engage in proactive implementation. To address barriers to the implementation of embedded PMI, action is needed at various levels: macro (national/policy), meso (organization/setting), and micro (individual). https://doi.org/10.23641/asha.25155770.

Perspectives on intergenerational playing: viewpoints of grandparents and teachers in a Greek preschool context

ABSTRACT The aim of the study was to investigate the impact of intergenerational play on grandparents and children relationship according to the teachers’ and grandparents’ point of view during the traditional playing. It is claimed that traditional games improve relationships within the family and strengthen the bond between children and grandparents. Grandparents (n = 83) participated in their grandchildren’s play (n = 100) for an hour daily during the study period. Together they experienced traditional games and created low-cost toys from recycled materials in a Greek preschool setting. Thirty-two volunteer grandparents and 8 teachers were interviewed about their experience. The children enjoyed playing in groups and also playing with their own and other children’s grandparents. Teachers realized that introducing traditional games into the classroom could have an educational effect. Interviews revealed that all grandparents enjoyed teaching and bonding and felt useful. They also realized that their grandchildren preferred playing with them instead of watching TV or playing computer games. Children as well as teachers boosted their creativity and realized that games have no age.

La Lingua dei Segni Italiana (LIS) nella scuola: la prospettiva bilingue ed embodied come risorsa inclusiva per alunni sordi e udenti a partire dai contesti educativi zero-sei

Presence of deaf pupils in school, starting from nursery and kindergarten, constitutes a great opportunity to reflect on the inclusion processes and to conceive and experiment pedagogical and methodological-didactic innovations that are enriching for all children, as it involves different interrelated areas, first of all the linguistic-communicative one, essential for cognitive, emotional and relational development, and central to the teaching-learning processes. It also sheds new light on the specifics of human communication, deepening the role of body and space in the intersubjective relationship, adopting a multimodal and embodied perspective. Therefore it promotes, in parallel, new ways of mediation and conducting activities by educators and teachers , not only in pre-school contexts, but also in every eduacational level. In the article I will therefore try to show why, as far as deaf children are concerned, the pedagogical perspective cannot be separated from developmental psychology, psycholinguistics, neurosciences and the historical-cultural perspective. I will then deepen the possible methodological choices if a bilingual perspective is adopted and the achievable objectives for both deaf and hearing children.

Spatial Reasoning Supports Preschool Numeracy: Findings From a Large-Scale Nationally Representative Randomized Control Trial

We assessed the efficacy of two spatial learning programs grounded in early years learning pedagogical theory to improve numeracy performance in preschool. Engagement with a play-based spatial program led to better overall spatial reasoning and transferred to better numeracy compared with a business-as-usual control, underscoring the importance of embedding spatial learning within strong pedagogy and authentic preschool contexts. Engagement with the same spatial program using a spatialized curriculum (e.g., gesture, sketching) showed large additive effects, highlighting the role of spatial reasoning tools to support transfer of spatial reasoning to numeracy. The effects of the two interventions were moderated by spatial reasoning, with children with lower spatial reasoning making the most gains in numeracy.

Callous-unemotional Traits and Child Response to Teacher Rewards, Discipline, and Instructional Methods in Chinese Preschools: A Classroom Observation Study

Atypical responses to teacher rewards, discipline and different forms of instructional methods have been identified as potential contributors to disruptive behavior, low school engagement, and academic underachievement in children with elevated callous-unemotional (CU) traits. To date, research on CU traits in schools has relied on interview or questionnaire methods and has predominantly been conducted in Western countries. Thus, the present study aims to investigate the relationships between CU traits and children’s responses to teacher rewards, discipline and instructional methods in the Chinese preschool context using classroom observation. Eight teachers (7 females, 1 male; M = 37.66 years) and 116 children (56% girls; M = 5.16 years) from two mainstream Chinese preschools participated in the study. Of the 116 eligible children, the behavior of 108 children from four classes were observed during classroom activities. Findings indicated that CU traits were not related to children’s responses to discipline, nor did CU traits moderate the relationship between instructional methods and children’s academic engagement. Higher CU traits predicted a greater frequency of one-to-one teacher-child interaction. Our findings offer initial insights into the potential of early school-based interventions in fostering engagement and prosocial behavior among children with CU traits. However, they also highlight the need for additional support for preschool teachers, who face the challenge of managing these high-risk children who appear to require more individual time and attention.

Developing Entrepreneurial Society: Have We Ignored the Opportunities of Preschool Education?

Entrepreneurship education has much potential to act as the main driver for society, which promotes well-being, economic sustainability, and solving global wicked challenges, such as climate change. Thus, education strategies and political programs emphasize that entrepreneurship education or strengthening entrepreneurs’ activities should occur through the educational system. However, entrepreneurship education has its roots in adult education or teaching older students. In addition, the field reflects a business orientation, making it difficult for the theme to be integrated into education for young children. In this paper, we study “How has entrepreneurship education been studied in the preschool context?”. This study utilizes a semi-structural literature review which was conducted in the fall of 2022. This approach allows for a better understanding of complex areas within a given research topic, such as studying entrepreneurship education in the context of preschool education. Eleven peer-reviewed studies were included in the analysis. The articles were coded deductively and inductively using a concept-centric approach. The results show the potential of entrepreneurship education to be utilized more in educating young children if we want to develop societies more ambitiously. In general, more research is needed in the field. Furthermore, there is a need to study what happens in entrepreneurship education preschool interventions and what results can be achieved. Our research can also contribute to preparing educational strategies and developing curricula, providing ideas to early childhood educators.

The experiences and the meaning of using MyTime in the preschool context from the perspective of children in need of special support, 5-6 years of age.

Children in need of special support often display delays in time processing ability, affecting everyday functioning. MyTime is an intervention programme for systematic training of time processing ability. To support preschool children's development of time processing ability and everyday functioning, it is necessary to include their perspectives of the MyTime intervention programme. A previous study shows that MyTime is feasible with children in the preschool setting and shows positive effects on time processing ability for older children in special schools. Yet, there is a lack of knowledge regarding how preschool children experience the intervention programme and how they understand its meaning. The aim of this study was to explore the experiences and the meaning of using MyTime from the perspective of children with informal needs of special support (INS) 5-6 years of age in the preschool context. To explore the children's perspectives, video-recorded interviews with 21 children were analysed hermeneutically. To facilitate the interview situation with the children in need of special support, the Talking Mats© was used. Both body and spoken languages were analysed. The results reveal children as active participants, willing to share their experiences of using the MyTime intervention in the preschool context. The conceptualization of the children's experiences and expressions uncovers their meaning of using the MyTime intervention as to know and to understand time by doing. When children are given the opportunity to use concrete tools to understand and measure time, they experience themselves as active participants involved and engaged in the intervention. They reveal meaningful experiences to be able to manage time that facilitate their everyday functioning and participation in the preschool context.

Pre-school teachers’ professional identity and multilingual children: An interactionist analysis of pre-school teachers’ practical work with multilingual children’s language development

The purpose of this article was to re-examine the empirical research focused on the creation and recreation of pre-school teachers’ identity and their practices with multilingual children and language development. The analysis was based on empirical sequences from previously published qualitative analyses with the assistance of an interactionist perspective and earlier research revolving around the phenomenon of “social interaction and learning”. Pre-school teachers emphasised the significance of everyday practical interactions for language development and presented themselves as competent parties who build upon their knowledge via interaction with multilingual children. Thus, the interaction with multilingual children becomes a fundamental dimension of the pre-school teachers’ professional identity. The interactive dimension is important to the successful involvement and integration of multilingual children in the pre-school context and social pedagogical recognition of the identity of pre-school teachers who engage in practical work among these children.

Bilingual education teachers and learners in a preschool context: Instructional and interactional translanguaging spaces

This study explores how bilingual education teachers' flexible delivery of instructional translanguaging within a bilingual preschool in the predominately monolingual context of Turkey could provide children with a space for bilingual interaction. The research aim is to analyse the children's use of translanguaging in relation to translanguaging pedagogy of the teachers. These flexible practices involved two levels of translanguaging. One was teachers' design of the teaching materials, assigning either Turkish or English to each task as the instructional and interactional languages. The other was the facilitation of children's unenforced flexibility to alternate and shuttle between Turkish and English. Six co-teachers were interviewed online about their bilingual teaching experiences and their journals containing children's translanguaging utterances were obtained. Implications for teachers, teacher educators, and policy makers in bilingual education contexts are discussed.

Implementation of CLIL Pedagogy in Preschool Context in China

Implementation of CLIL Pedagogy in Preschool Context in China

Parenting sensitivity, salivary oxytocin levels and children’s behavioral problems in a Portuguese sample

The present study focused on the quality of parenting behaviors (sensitivity and intrusiveness), its associations with children's levels of oxytocin (OXT), and with children's behavioral problems in the preschool context. Thirty nuclear families, including both parents and one focal child, and their preschool teachers participated in the study. Salivary OXT was collected (during two separate home visits) from children after a play task with each parent. Sensitivity and intrusiveness were coded based on the videotapes of these dyadic play interactions. Preschool teachers reported children’s behavioral problems using the Caregiver-Teacher Report Form. Salivary OXT was collected by passive drooling, and quantified by radioimmunoassay, after extraction. Results show that only fathers’ sensitivity and intrusiveness were significantly correlated with children’s OXT concentrations. Both mothers’ and fathers’ sensitivity were negatively correlated with children’s internalizing problems. Mothers’ intrusiveness was positively correlated with children’s externalizing problems, and fathers’ intrusiveness with children’s internalizing problems.

Which Types of Body-Oriented Interventions Promote Preschoolers' Social-Emotional Competence? A Systematic Review.

There has been a recent increase in body-oriented interventions implemented in educational contexts. Body-oriented interventions are grounded on the body-mind relationship, involving body and movement awareness and expression. In this systematic review of the literature on body-oriented interventions implemented in preschool contexts, we review the scope and quality of the quantitative evidence of each type of body-oriented intervention regarding social-emotional competence. Seven databases were searched for randomized controlled trials (RCTs) and quasi-RCTs. Seven core body-oriented intervention programs were found (e.g., play, relaxation, and psychomotricity). Play programs were the most studied and appear to be the most effective to improve social-emotional competence. Nevertheless, the level of scientific evidence was compromised by the lack of studies with high methodological quality.

Towards a better understanding of preschool teachers’ agency in multilingual multicultural classrooms: A cross-national comparison between teachers in Iceland and Israel

Educators and researchers increasingly recognize the impact of teachers’ agency on language education policy enactment in their classrooms. The study is aimed to conduct cross-cultural comparisons of Israeli and Icelandic teachers regarding their agency towards linguistically and culturally diverse children in a preschool context. We conducted semi-structured interviews with 11 selected teachers who had rich pedagogical experience in educating children with immigrant background. In both countries, we found that teachers’ agency was expressed on continuums from teachers’ proactivity to teachers' passiveness regarding linguistically and culturally diverse teaching; from perception of home language as a resource to viewing it as a barrier to the child's progress in the societally dominant language; and from equal relationships to teacher-parents’ hierarchical relationships. Despite historical and socio-cultural differences between the two countries, we found striking similarities between the teachers in their reports on classroom management of diversity and interactions with children and families.

Puppets and inclusive practice: Engaging all learners through drama and puppetry in preschool contexts

Inclusive practice in education is supported by a compelling body of research (Cologon, 2019; Graham, 2020; Raphael et al., 2019) policy recommendations (Department of Education, Employment and Workplace Relations [DEEWR], 2009; Te Tāhuhu o Te Mātauranga–Ministry of Education, 2017(Commonwealth of Australia. (2003)) and mandated by legislation such as the Disability Discrimination Act of 1992 (DDA) (Commonwealth of Australia, 2003). It is also reflected in the Australian and New Zealand Professional Teaching Standards (Australian Institute for Teaching and School Leadership, 2014; Teaching Council of Aotearoa New Zealand, 2017). Early Childhood Australia [ECA] (2016) states that “inclusion means that every child has access to, participates meaningfully in, and experiences positive outcomes from early childhood education and care programs” (p. 2). This paper explores what this means for early childhood educators and examines the concept of inclusion through the stories of two children and two puppets. A story that outlines how the perspectives of teachers shifted to create places of learning that were welcoming and more inclusive to every child.