Preschool Environment Research Articles

Associations among preschool classroom chaos, work climates, and child outcomes

This study examined the associations between two unique features of classroom chaos (chaotic structure and chaotic atmosphere) in preschool settings and teacher-perceived child functioning, and the roles of teacher- and director-perceived work climates. Multilevel modeling was used to analyze the nested data of 329 children within 53 classrooms. The study found distinct roles of chaotic structure and atmosphere. Moreover, the congruence/incongruence between teacher- and director-perceived work climates significantly moderated the associations between classroom chaos and teacher-perceived child outcomes. The findings highlight the importance of considering multidimensional preschool environments and promoting positive work climates perceived by both teachers and directors.

Reconceptualizing Early Childhood Care and Education Provisioning: Towards Empowered Communities

Early Childhood Care and Education provide opportunities for children to develop holistically to flourish after their early years. Families and preschool environments influence children's development. However, preschool experiences are not the primary factor in a child's development during early learning, hence the foundations laid by the family matter most during the children’s early years. Hence, communities, parents, and caregivers need to ensure that children's holistic development is realized and this begins from conception. During the early years, community collaborations that benefit children are often encouraged. Children may miss out on learning and developmental chances, and their brain development and capacity to thrive later in life may be jeopardized if partnerships between communities and early childhood centres are not realized and achieved. Research suggests that caregivers, parents, and communities are not completely involved in their children's early learning, and this impacts negatively on the provision of ECCE services. Hence, this paper investigates how early childhood education is conceptualized to empower communities. The cooperation theory which emphasizes interpersonal contact among various stakeholders with varied roles to achieve a shared goal, was adopted. Ten communities from Chris Hani District Municipality were purposefully chosen to be included in the study using the qualitative research approach and interpretive paradigm. Data collection tools included focus group discussions and semi-structured interviews. The findings revealed that stakeholders are working in silos for the ECCE provisioning as the research participants were not aware of the services rendered by other stakeholders. Practitioners mentioned lack of parental involvement as another factor compromising the provision of ECCE. Parents seemed to be unaware of their responsibility when it comes to early learning. In empowering communities about their involvement in the provision of ECCE, the paper suggests community dialogues with the cooperation of other stakeholders, including government departments. In addition, parents need to be engaged in their children’s early learning by providing caring and nurturing environments that support children’s holistic development from their early years for them to thrive even beyond their childhood years.

The socialization of social–emotional behaviour in early childhood classrooms: child outcomes moderated by socioeconomic risk

ABSTRACT Early childhood educator's emotional socialization may contribute crucially to young children's social–emotional competence. Here, we examined the contributions of self-reported reactions to children's emotions and beliefs about emotional socialization of 90 teachers to the social–emotional competence of 334 pre-schoolers. Teacher-reported emotion socialization, especially as moderated by classroom socioeconomic risk, often predicted pre-schoolers’ end-of-year social–emotional behaviours, independent of child covariates, including children's beginning-of-year premeasures. Only three findings resembled the parent emotion socialization literature, however, and two appeared unique to the pre-school environment. Most were specific to classrooms where children experienced socioeconomic risk. The pattern of moderation findings highlights the importance of context in teachers’ emotional socialization. Suggestions are given for expanded research on the topic and potential applications to assist teachers in their role as emotion socializers.

Constructing and governing freedom – physical environments as a discursive practice in Swedish early childhood education

ABSTRACT This article problematizes the ideals and norms surrounding the organization of environments for children. It investigates the understanding of the arrangement and organization of Early Childhood Education (ECE) environments, aiming to offer an alternative perspective on taken-for-granted assumptions about ideal environments for children. Using Foucault’s conceptualization of discourse and power, the article examines how discursive practices shape and reshape norms and ideals of what constitutes a ‘good’ physical environment in ECE. Based on 145 texts published between 1969 and 2021 in an influential Swedish preschool teacher journal, the study analyzes systematic discourses on preschool environments. Key findings concern the environment’s role in the governing of children. The discursive construction of ideal environments emphasizes a ‘toy-free’ setting with minimal framing and instruction, pointing to a discursive shift in the desired type of freedom for children: from the freedom to become a part of culture, to the freedom to change culture.

"Can I Play Too?" A Qualitative Study of Outdoor Play and Participation Among Autistic Preschoolers.

Outdoor play in homes, schools, and communities provides children with unique opportunities to explore their worlds, develop fundamental life skills, and experience belonging. However, few studies have explored outdoor free play among autistic preschoolers in natural settings from a neurodivergent-informed perspective. To explore the play preferences, opportunities, and challenges in outdoor play for autistic preschoolers. In this qualitative study, the authors used a multimethod approach to data collection using visual, verbal, and projective techniques and thematic analysis to identify and describe outdoor play occupation as expressed by autistic preschoolers. Home, community, and preschool environments in a city in Ireland. Seven autistic children and their parents, from seven diverse preschool settings in Ireland. Two overarching themes were identified: (1) outdoor play preferences and meaning and (2) the physical and social environments of outdoor play. The findings suggest that autistic preschoolers demonstrate distinctive play styles and preferences when playing freely outdoors, with physical and social barriers to outdoor play existing in community and educational contexts. The findings suggest that autistic preschoolers' outdoor play styles and preferences require support from adult advocates. Although the importance of relationships and social play cannot be overlooked, infrastructural accommodations for parents and schools are required if we are to create supportive and inclusive outdoor play environments and opportunities for freedom of expression for autistic children. Plain-Language Summary: This study explored the distinctive outdoor play preferences, opportunities, and challenges for autistic preschoolers. The findings show that autistic preschoolers face physical and social barriers to outdoor play and that they need parents, schools, and communities to create supportive and inclusive play environments and opportunities for freedom of expression.

Enhancing Peer Greeting Skills in Early Childhood Children with ASD Through SST

This study investigates the efficacy of Social Skill Training (SST) in enhancing the social skills of children with autism spectrum disorder (ASD) during kindergarten years. Children with ASD often struggle with social interactions, hindering their integration into preschool environments. Using a quantitative approach with a Single Subject Research (SSR) A-B-A design, this research focused on improving the "peer greeting" skill, specifically through waving. Results indicate significant improvement across study phases, with waving frequency increasing from 3-4 times in baseline-1 to 6-7 times during intervention, and further to 9-10 times in baseline-2. The findings underscore the effectiveness of SST in enhancing social skills among children with ASD, particularly in initiating greetings through waving. This research contributes valuable insights into evidence-based interventions for improving social interactions in children with ASD during their formative years.

Teachers’ attitudes towards the implementation and involvement in GREEN activities at pre-school level

Abstract Pre-school education is a crucial time in the formation of children’s individual personalities and values. In the context of growing concerns about climate change and environmental sustainability, integrating GREEN education into the pre-school system is becoming an essential choice for preparing new generations for global environmental challenges. In this sense, the proposed research focuses on teachers’ attitudes towards the implementation and involvement in GREEN activities at pre-school level. A key aspect of this research is to identify the underlying motivations behind the adoption of GREEN education in pre-school settings. Exploring these reasons will shed light not only on the theoretical and normative aspects that support the need for GREEN education, but also on the practical aspects related to the benefits observed in children’s development in terms of environmental awareness, social responsibility and the formation of sustainable behaviours.The research will also focus on the level of teachers’ interest in the application of GREEN education in the preschool learning process. Assessing this aspect will contribute to understanding the degree of teachers’ receptiveness and willingness to integrate specific GREEN education themes and activities into the curriculum.The research will also explore ways of implementing GREEN education in the pre-school environment, highlighting effective practices and obstacles encountered by teachers in the process. This approach will provide useful information for the development of educational strategies and resources to facilitate the effective integration of GREEN themes into pre-school curricula. Through this research, we will also investigate the level of knowledge teachers’ knowledge about GREEN education, identifying possible gaps in their professional training in this field. The results will provide essential information for the development of in-service training programmes to support teachers in improving their skills in GREEN education. Therefore, the main objective of this research is to bring attention to teachers’ attitudes towards implementing and engaging in GREEN activities at pre-school level, providing relevant and practical data for improving the quality of pre-school education and training future generations in sustainability.

Children's exposure to halogenated flame retardants and organophosphate esters through dermal absorption and hand-to-mouth ingestion in Swedish preschools

Children are exposed to endocrine disrupting chemicals (EDCs) through inhalation and ingestion, as well as through dermal contact in their everyday indoor environments. The dermal loadings of EDCs may contribute significantly to children's total EDC exposure due to dermal absorption as well as hand-to-mouth behaviors. The aim of this study was to measure potential EDCs, specifically halogenated flame retardants (HFRs) and organophosphate esters (OPEs), on children's hands during preschool attendance and to assess possible determinants of exposure in preschool indoor environments in Sweden. For this, 115 handwipe samples were collected in winter and spring from 60 participating children (arithmetic mean age 4.5 years, standard deviation 1.0) and analyzed for 50 compounds. Out of these, 31 compounds were identified in the majority of samples. Levels were generally several orders of magnitude higher for OPEs than HFRs, and 2-ethylhexyl diphenyl phosphate (EHDPP) and tris(2-butoxyethyl) phosphate (TBOEP) were detected in the highest median masses, 61 and 56 ng/wipe, respectively. Of the HFRs, bis(2-ethyl-1-hexyl)-2,3,4,5-tetrabromobenzoate (BEH-TEBP) and 2,2′,3,3′,4,4′,5,5′,6,6′-decabromodiphenyl ether (BDE-209) were detected in the highest median masses, 2.8 and 1.8 ng/wipe, respectively.HFR and/or OPE levels were found to be affected by the number of plastic toys, and electrical and electronic devices, season, municipality, as well as building and/or renovation before/after 2004. Yet, the calculated health risks for single compounds were below available reference dose values for exposure through dermal uptake as well as for ingestion using mean hand-to-mouth contact rate. However, assuming a high hand-to-mouth contact rate, at the 95th percentile, the calculated hazard quotient was above 1 for the maximum handwipe mass of TBOEP found in this study, suggesting a risk of negative health effects. Furthermore, considering additive effects from similar compounds, the results of this study indicate potential concern if additional exposure from other routes is as high.

DENTAL AND ORAL HEALTH COUNSELING FOR ELEMENTARY SCHOOL STUDENTS IN NGGELA VILLAGE

Children are still in a period of growth and development. Therefore, efforts to maintain oral health and dental health are critical, especially in the school and preschool environment. The development of dental health in adulthood is influenced by past dental conditions. Through counseling programs, communities can actively contribute to increasing their self-defense efforts and better understand the importance of maintaining their oral and dental health. This study aims to educate children about the importance of maintaining oral and dental health. Thus, children who receive counseling will better understand oral health.

IDENTIFYING CONDITIONS FOR DEVELOPING COGNITIVE AND CREATIVE SKILLS OF YOUNG CHILDREN IN PRESCHOOL SETTINGS

Preschool education plays a crucial role in shaping children's cognitive and creative skills. This research article explores the key conditions necessary for fostering these skills in preschool settings. Drawing upon existing literature and empirical studies, it highlights the importance of a stimulating environment, supportive teaching practices, and appropriate curriculum design. Furthermore, it examines the influence of social interactions, play-based learning, and parental involvement in enhancing children's cognitive and creative development. By identifying these conditions, this abstract provides insights for educators, policymakers, and parents to optimize preschool environments for the holistic development of young children.

Structured, Creative Dance Classes for Children with Developmental Disabilities: A Pilot Study of Feasibility and Preliminary Effect on Motor Function.

Promoting physical wellness for preschool-aged children with developmental disorders (DD) is a known challenge. Interventions are more likely to succeed when physical activity opportunities are available to children within the context of their typical environments. We evaluated the feasibility and preliminary effect of 1 potential solution: structured creative dance classes delivered within a preschool environment. Using a non-randomized feasibility study design, we offered physical activity in the form of creative dance classes for children with and without DD within an inclusive preschool. Classes lasted 30 minutes and were held once a week or 7 weeks. We measured attendance (primary), observed active participation (% of class duration), and balance (Pediatric Balance Scale). Non-parametric descriptive statistics are expressed as median (interquartile range). Balance was evaluated regarding (a) difference between groups at baseline (Mann-Whitney statistic) and (b) intervention effect for children with DD (1-tailed, paired t-test). Twelve preschoolers (age range = 3-5 years) participated: 4 with DD and 8 with neurotypical development. Attendance was 93% (79%-100%) for children with and 100% for children without DD. Per class, rate of active participation in dance activity was 33% (28%-45%) for children with and 80% (71%-82%) for children without DD. Starting balance scores were lower (P = .014) for children with DD (42 (39-45)) compared to those without (51 (50-52)). Post-intervention, balance scores improved for the children with DD to 50 (50-51) (df = 3, p = .014, t-statistic = 2.35); each child with DD surpassed minimal detectable change for balance. Creative dance classes, delivered within an inclusive preschool environment, are feasible for some preschool-aged children with DD to participate in and efficacious as a physical training challenge at low activity doses. More study is warranted of this potential solution to meet the need for physical wellness promotion among young children with DD.

Views of Greek Primary Education Professionals on the Utilisation of Play within Preschool and School Environments

Although play comprises a key factor for children’s learning and development, it seems not to be connected with learning or utilised for pedagogical purposes, by a large part of the educational community within Greek preschool environments. This study, conducted during the 2019-2020 school year, aims at exploring, with the aid of a questionnaire, the views of kindergarten educators (N:715) and elementary school teachers (N:793) throughout Greece, regarding play and its utilisation as a didactic tool in kindergarten and elementary school. The investigational data showed that within school environments, play is mainly associated with the pupils’ recess whereas for preschool environments, it is about reaching learning and teaching goals. Kindergarten educators use play to teach pupils of linguistic and logical-mathematical senses, while elementary school teachers barely utilise it likewise. Finally, this study underlines the re-training of educationalists towards the better utilisation of play within the educational process.

Preschool Educators’ Perspectives on Dialogic Literacy in Preschoolers

This research delves into the perceptions and expressions of dialogic literacy among preschool teachers, seeking to explore dimensions such as its definition, significance, strategies, assessment methods, and parental involvement. The study engaged a cohort of 15 educators, comprising 10 females and 5 males, selected based on their experience and qualifications in early childhood education. Through semi-structured interviews, these teachers provided rich and detailed insights, forming the basis for a thorough examination of dialogic literacy in the preschool setting. Intentionally diverse, the participant pool included educators from various preschool environments, both public and private, aiming to capture a broad spectrum of perspectives and approaches. This deliberate variation facilitated the exploration of potential disparities in understanding and implementing dialogic literacy across different contexts. Employing a qualitative research approach, the study emphasized semi-structured interviews as the primary method of data collection. The interview questions covered key aspects, including definitions, teacher strategies, classroom activities, assessment methods, and parental engagement. The design aimed to extract comprehensive responses, allowing participants to share their unique perspectives, experiences, and practices related to communicative proficiency in early childhood education. Thematic analysis was applied to categorize and organize the interview data, unveiling common patterns and themes. To enhance the study's reliability, methodologies such as member checking, peer debriefing, and triangulation were employed. The research maintained a strong ethical foundation, prioritizing participant privacy, confidentiality, and voluntary involvement throughout the entire process. The findings present a holistic understanding of dialogic literacy implementation in diverse preschool settings, enriched by the inclusion of educators with a minimum of two years of teaching experience. This study contributes valuable insights to the field of early childhood education, shedding light on the multifaceted nature of dialogic literacy and its versatile application across different educational contexts.

Enhancing Preschool English Vocabulary Through Multimedia Tools: Insights from a Mixed-Methods Study

Purpose – The primary objective of this research was to evaluate the effectiveness of multimedia tools in augmenting English vocabulary enrichment in preschool environments. This study was driven by the need to explore innovative approaches in early childhood language education and assess these tools' impact in enhancing learning experiences. Design/methods/approach – Adopting a mixed-methods approach, the study, conducted in two North Aceh preschools, evaluated multimedia integration in teaching and its impact on student outcomes, motivation, and engagement. It combined observations, document analysis, interviews, and tests, employing qualitative (educator interviews) and quantitative (vocabulary pre-and post-tests) data collection methods. Findings – The findings significantly improved students' vocabulary acquisition and active participation. Using multimedia tools in teaching and incredibly interactive PowerPoint presentations led to enhanced engagement and effectiveness in learning. Students showed marked improvements in self-confidence and language skills. The study also observed that multimedia integration fostered collaborative learning and increased technological proficiency among students. Research implications/limitations – These findings imply a potential paradigm shift in early childhood language education, suggesting incorporating multimedia tools for more engaging and compelling learning experiences. The study's limitations include its focus on specific preschool environments and the potential challenge of replicating the approach in resource-limited settings. Further research is needed to assess the approach's applicability in diverse educational contexts and its long-term impacts. Originality/value – This study offers novel insights into the application of multimedia tools in early childhood language education. It highlights how innovative teaching methods can significantly improve vocabulary skills and educational outcomes. These findings suggest impactful changes in teaching practices and pave the way for future research and potential shifts in educational policies. Paper Type Research paper

The Moderating Role of Cortisol and Negative Emotionality in the Effects of Classroom Size and Window View on Young Children's Executive Functions.

This study probed how baseline cortisol (BC), negative emotionality (NE), and environmental facets-classroom size and window view-interact to affect executive function (EF) in preschoolers using virtual reality (VR). In a cohort of 144 children aged 61-85 months, BC levels were measured by saliva assays and NE by parental surveys. Participants completed computerized EF assessments both pre- and post-exposure to one of four VR conditions, which varied by classroom size (large vs. small) and window view (natural vs. built). Due to missing data and outlier responses, three children were removed from the analyses. Regression analyses, accounting for initial EFs, revealed that higher BC was significantly associated with better Digit-span task scores in the nature view, while lower BC correlated with improved performance in the built view. With regard to classroom size, children with varying levels of NE benefitted from the large classroom environment, as evidenced by marginally significant improvements on the Corsi block task. However, higher NE children outperformed their lower NE peers in the large classroom, while a trend inverted in the small classroom context. The findings illuminate how the physical components of preschool environments may interact with children's physiological reactivity, potentially influencing the development of working memory.

Transpiring, phytoncidal and gas-absorbing properties of indoor plants and their role in improving the air quality in preschool environments

BACKGROUND: The high incidence of respiratory diseases among children attending preschool educational institutions highlights the need for prevention of respiratory tract infections. With children spending on average up to 10 hours a day in educational settings, the quality of the indoor air environment, including microbial contamination and low relative humidity, poses a risk for respiratory diseases. Placing a selection of plants in organized groups of children can offer a promising and cost-effective approach to promote health and well-being in the modern preschool education system. AIM: To select indoor plants based on their species and quantity to improve the air quality in organized children’s groups. Moreover, the paper presents recommendations for the installation and maintenance of the plants to create healthier environment for children. MATERIALS AND METHODS: Among more than 820 species of indoor plants, we have identified the most suitable options for preschool institutions. The selection process involved measuring the dimensions of the plants and the surface area of their leaves using a metric method. To assess the air quality, we conducted air sampling throughout the working week, once per hour, using an aspiration method with a sampling device PU-1B. Simultaneously, we measured the microclimate parameters in all the rooms included in the study. Furthermore, we studied the gas absorption capacity of indoor plants in controlled laboratory conditions within seed chambers with a volume of 200 liters. RESULTS: In rooms where plants were present, the levels of microorganisms varied. The average relative humidity values in all rooms were consistently below the hygienic standard of 40–60%, as outlined in SanPiN 1.2.3685-21, except for specific times. At 8:00, 9:00, 10:00, and 18:00, the relative humidity ranged from 15–35%. When exposed to a formaldehyde concentration of 3 times the maximum permissible concentration (MPC) Chlorophytum comosum reduced it to the regulated value of 0.01 MPC within 38 hours while the corresponding values for Sansevieria trifasciata and Cyperus alternifolius were 24 and 27 hours, respectively. CONCLUSION: Introducing a variety of indoor plants into a preschool educational setting can have significant benefits for air quality. The plants possess phytoncidal, transpiring, and gas-absorbing properties that contribute to a reduction in the overall number of microorganisms, a decrease in chemical pollutants, and an increase in air humidity. Our analysis showed that in the presence of indoor plants, the concentration of formaldehyde decreases to a regulated and safe level.

THE BULGARIAN LEGAL FRAMEWORK DETERMINING THE SPECIFICITY OF PEDAGOGICAL WORK

The article provides an overview of the legal framework that regulates the management, organisation and conduct of the educational process in the conditions of a pre-school multicultural environment. Basic legal provisions outlining the general rules for behaviour of subjects in the multicultural kindergarten’s educational process are presented.

Examining the child observation in preschool and teacher observation in preschool in community-based child care centers

Previous research indicates that the Child Observation in Preschool (COP) and Teacher Observation in Preschool (TOP), a companion set of observational tools used to assess the quality of preschool classrooms, capture important aspects of the preschool environment that are associated with children's growth (Farran et al., 2017; Nesbitt et al., 2015; Spivak & Farran, 2016). This study is the first to assess the convergent and predictive validity of these tools in community-based child care centers and compare the tools to the Classroom Assessment Scoring System Pre-K (CLASS Pre-K), a widely used classroom observation tool. We collected COP-TOP and CLASS Pre-K data in 138 classrooms in Georgia as part of a validation study of Georgia's Quality Rated and Improvement System. We also collected child assessment data from 583 preschool-aged children in those same classrooms. Over half of the COP-TOP classroom processes were moderately correlated with at least one of the three CLASS Pre-K domains. COP-TOP classroom processes related to time spent in transition, time spent engaging in sequential activities, involvement in learning activities, and opportunities for math learning were associated with children's math skills, preliteracy skills, and socioemotional development at the end of the year, after controlling for their scores at the start of the year and demographic characteristics. All three CLASS Pre-K domains were significantly associated with children's socioemotional development. We discuss the implications of these results for assessing quality in early care and education programs.

The effect of adaptive physical education on the development of children with speech delays in a preschool educational institution

The review article raises an actual problem related to the study of children with delayed speech development in a preschool educational institution. On the basis of the analysis of scientific and methodical literature, the peculiarities of psychomotor and cognitive development of children with speech disorders in the conditions of a preschool institution were analyzed and summarized. The most effective means of physical education and methods of organizing children's activities with children with speech delay in children's society are considered. Results. Based on the results of literary sources, it was established that preschool children with speech delay are characterized by: lag in indicators of physical and mental development of motor skills, communication in communication with peers, adaptive opportunities in society are violated, adaptive attention, unstable attention, as a result of which there is a deterioration of mood and self-esteem. But at the same time, there are also trends in the direction of improving methods and programs for the most effective search for overcoming this nosological problem in children's society.
 Conclusions. The development of children with speech disorders has a significantly different vector compared to healthy children who study in a preschool educational institution. Means of physical education for children of this nosology is considered as one of the main links of improving not only cognitive and psychomotor functions, but also includes measures to improve components of health, which include the mental, physical, social, spiritual, and moral development of children in the preschool environment.

"Talk to me": Parent-teacher background similarity, communication quality, and barriers to school-based engagement among ethnoculturally diverse Head Start families.

Primary caregivers (e.g., parents, grandparents, other family members) from low-income and ethnically minoritized families tend to face a host of barriers when participating in their children's school activities. Research suggests that demographic match and quality communication between caregivers and teachers could support minoritized families' school-based engagement. This study examined the associations among caregiver-teacher demographic match, caregivers' perceived communication quality with the teacher and caregivers' perceived barriers to school-based engagement. Caregivers (n = 565) from 49 Head Start classrooms completed the parent-report versions of the surveys: Barriers to Family Engagement, reporting resource, cultural/relational, and program/context barriers to school-based engagement; and Family-Teacher Communication, reporting communication quality with their children's lead and assistant teachers (n = 102). Caregivers and teachers also completed demographic surveys to provide information about their family background, such as race/ethnicity, primary language, and education level. Multilevel modeling results showed that among the three demographic match variables (i.e., race/ethnicity, primary language, formal education), only language match was associated with caregivers' perception of fewer cultural/relational barriers. Latine and Black non-Latine caregivers reported more cultural/relational and program/context carriers than White, non-Latine caregivers. Finally, caregivers who perceived better communication with their children's teachers reported fewer cultural/relational and program/context barriers. Primary language match and high-quality communication between families and teachers appear essential in creating a welcoming preschool environment that could alleviate some of the barriers to engagement typically faced by ethnically minoritized and low-income families. (PsycInfo Database Record (c) 2021 APA, all rights reserved).