Private Preschools Research Articles

Neoliberalism and managerial governance in the Swedish pre-school sector

ABSTRACT Tax-funded private provision of welfare services in Sweden is among the most extensive in Europe. This paper focuses on a contradictory example of how discrepancies between neoliberal ideals and practice are embedded in the governance of Swedish preschool. Over time, national and local regulations in Sweden have become increasingly comprehensive and moved toward managerial systems. Using Alain Enthoven’s model of managed competition, and drawing on documents and interviews, this paper focuses on two right-wing, urban municipalities with a very high share of preschools operated by private actors, and their organization of local preschool quasi-markets in terms of so-called sponsors concerning five functions: establishing rules of equity, approving all participating private pre-schools, managing the enrollment process, creating price-elastic demand, and managing risk-selection. The findings show how instead of limiting bureaucratic power, municipal managers have been empowered to plan and optimize the organization of the preschool sector in ways discordant with neoliberal ideas.

The Use of Scaffolding Strategies to Enhance Pre-Numeracy Skills among Preschool Children

Purpose: This research was designed to study how the teacher uses scaffolding strategies in teaching pre-numeracy skills among preschool children. Methodology: The qualitative study has employed the phenomenology research design. The sample comprised five preschool children and a pre-school teacher from a private preschool at Klang district in Selangor. Purposive sampling was employed in choosing the sample. Three instruments were used to investigate the children performance level and to identify how the scaffolding strategies employed by the teacher helped to enhanced preschool children’s pre-numeracy skills. The instruments were classroom observation checklist, document analysis (namely children’s worksheet) and face to face interviews with the teacher. Five classroom observations were conducted by the researchers to collect the data. Findings: Results of the document analysis and the observations (ten observations) indicated that the teacher used excavating, modelling, guiding, focusing, and extending scaffolding strategies to enhance the children’s pre-numeracy skills. In addition, the children learned very fast when their engagement improved and they were willing to learn in an atmosphere of fun and excitement. The findings also revealed that these strategies are effective in helping the children to master the pre-numeracy skills and their level of performance improved. Conclusion: This study has crucial practical implications whereby the results suggest that The Ministry of Education can train preschool teachers to employ scaffolding strategies to teach numeracy skills. In term of pedagogical implication preschool teachers can use scaffolding strategies as an alternative method to assist students in mastering numeracy skills. Contribution/Originality: This study provides valuable insights on how to use various scaffolding strategies (excavating, modelling, guiding, focusing, and extending) to enhance the children’s pre-numeracy skills. These strategies seem to be effective in helping children to master pre-numeracy skills.

The impact of environmental factors on Egyptian children with delayed language development

BackgroundThe current study was aimed at constructing a questionnaire for evaluating the role of variant environmental factors on language acquisition in the three surrounding levels of communication that include familial level, preschool or nursery level, and surrounding social environmental level among children with delayed language development (DLD) due to environmental deprivation. The current study was a retrospective case–control study that was performed on 100 Egyptian Arabic-speaking children aged from 2 to 5 years. The study was carried out among preschool age children in the Mansoura governmental and private preschools (53 males and 47 females). They were divided into 2 groups: Group I (case group) consisted of 50 children with DLD due to environmental deprivation, and group II (control group) consisted of 50 typically developed children.ResultsThe present study demonstrated several factors for prediction of DLD due to environmental deprivation. Univariable analysis revealed multiple factors as number of hours that parents present at home, time of the mother’s job, the relation between the child and the mother, the parents select certain time to talk and play with their child, joint attention of the mother, mother asking her child what he wants, long time using multimedia, divorce as a traumatic stress, bad social performance, and low socioeconomic status. Multivariate analysis revealed that longer time of the mother’s job and less time the mother select to talk and play with her child were the environmental deprivation factors which had the most precipitating effect on predicting DLD.ConclusionsThe constructed Arabic questionnaire was proved to be valid, reliable, and homogenous and is likely to produce consistent responses in evaluating the variant environmental factors on language development among children with DLD due to environmental deprivation in the three surrounding communications levels.

An intervention study of adopting a health action model to improve the effectiveness of disaster prevention learning of preschool senior class students

This study investigates the effect of adopting the health action model (HAM) to improve disaster prevention learning among preschool senior class students. A quasi-experimental design with pre- and post-tests was used to track the extended effects. Convenient sampling selected 60 senior-class students from a private preschool in New Taipei City, divided into experimental and control groups. The HAM was incorporated into 5 earthquake prevention lessons. The effectiveness was assessed using a Checklist of Earthquake-Prevention Learning Effectiveness, analyzed by generalized estimating equations. Results showed significant positive effects of the intervention on earthquake-prevention knowledge (post-test: B = 0.41, p < .001; follow-up test: B = 0.23, p = .001), attitudes (post-test: B = 0.91, p < .001; follow-up test: B = 0.97, p < .001), skills (post-test: B = 1.10, p < .001; follow-up test: B = 1.09, p < .001), intentions (post-test: B = 0.88, p < .001; follow-up test: B = 0.85, p = .001), and behaviors (post-test: B = 0.71, p < .001; follow-up test: B = 0.61, p < .001), with effects lasting for at least 5 weeks. These findings suggest that the intervention significantly enhances earthquake-prevention knowledge, attitudes, skills, intentions, and behaviors, and can serve as a reference for designing preschool earthquake-prevention courses.

Is bilingual education a handicap for early childhood education teachers?

Starting bilingual education from birth and early childhood allows the child to be introduced to the advantages of bilingualism at an early age. This study was conducted to explore the perspectives of early childhood teachers working in private preschools that offer education in a foreign language and monolingual teachers working in public preschools on bilingualism and bilingual education in Ankara, Türkiye. The sample consisted of 16 early childhood teachers, 8 of whom were bilingual and 8 of whom were monolingual. Five themes were identified through content analysis. The sub-themes and codes that emerged from these overarching themes were further elucidated using selected sample statements. The findings revealed that early childhood teachers' perspectives about bilingualism and bilingual education may vary depending on whether they are bilingual or monolingual. Despite the differences in teachers' views on bilingualism and some gaps in their knowledge about educational programs, all of them acknowledged bilingualism as an advantage and emphasized the need for the proliferation of bilingual schools in Türkiye. The conditions of bilingual education in Türkiye were taken into account in interpreting the results, and recommendations were made accordingly.

Development of Early Childhood Teachers’ Competency to Strengthen Executive Functions of Private Preschool Children in Thailand

The purpose of this research was to explore the need assessment of early childhood teachers’ competency to strengthen executive functions of private preschool children in northeast region of Thailand. A total of 514 administrators and teachers participated in the survey using multi-stage random sampling. The five scopes of early childhood teachers’ competencies were investigated, utilizing a 52-items questionnaire. The need assessment results indicated that the curriculum and learning management (PNImodified = 0.27) was the most essential scope of competency. This was followed by promoting child development (PNImodified = 0.22), leadership and professional development (PNImodified = 0.16), and classroom management (PNImodified = 0.15). The least capacity scope was ethics, morality and professional ethics (PNImodified = 0.09). The overall results imply that early childhood teachers can develop the competencies by focusing on these five scopes to effectively strengthen the executive functions of young children, thereby supporting their overall cognitive and social-emotional development.

Job Satisfaction, Stress and Teacher-child Relationship among Private Preschool Teachers in Johor Bahru

Job Satisfaction, Stress and Teacher-child Relationship among Private Preschool Teachers in Johor Bahru

PLAY-BASED LEARNING CONCEPT AND DEVELOPMENT OF TEACHING AMONG KINDERGARTEN TEACHERS

The study aims to navigate the play-based learning concept and development of teaching in private preschools. Specifically, it identifies to explore the concept of a play-based learning approach described in terms of imagination and creativity, cognitive growth, emotional and behavioral benefits, improved literacy, greater independence, and physical fitness. This includes measuring the play-based learning development of teaching in private schools in Vietnam in language and literacy development, social and emotional skills, creativity and imagination, confidence and a positive attitude towards learning, and motor skills. On the other hand, the descriptive correlative quantitative method is utilized to obtain systematic regarding information to describe the situation, population and phenomenon. Likewise, purposive sampling is employed in the study. It is the proper way of selecting the sample size where the respondents chosen have expertise and experience in teaching preschool. The study is conducted in Vietnam because the researcher is presently teaching there which serves as the basis for her study. The study comprised one hundred twenty-five (125) respondents only. Results reveal that the concept of a play-based learning approach on imagination creativity creates a combined imagination and knowledge in the school teachers' practices to stimulate children's development of learning, cognitive growth shows to promote learning development and benefits for students in an interactive environment, emotional and behavioral benefits show to boost self-esteem and joy for the preschool learners to understand better the emotions of every individual child as the center of learning improves literacy shows to develop resources and better learning on the strategy to facilitate learning actively in the trend of quality education, greater independence shows to help socialize and observe cues and interaction on the tasks among the members of the group as part of the learning process, and physical fitness shows to provide motivation on the learning process and implementation on play-based learning in the preschool level of teaching. On the other hand, play-based learning development on language and literacy development shows its best way for learning and play for preschool children on their skills literacy and skills in language, social and emotional skills show to establish the ability to maintain meaningful and healthy relationships towards each other as to support, resolve conflicts, resist negative pressure, listen, cooperate, and communicate clearly, creativity and imagination show to provide concepts for students who are prominent for nature of learning in the subject areas of competency, positive attitude toward learning shows to design and understand the issue of predicting observation on positive learning processes, motor skills show that it requires precision and control among the learners with proper knowledge of the process. Findings show that there is no significant relationship between the concept of the play-based learning approach and the play-based learning development of teaching in private schools in Vietnam among the respondents.&lt;p&gt; &lt;/p&gt;&lt;p&gt;&lt;strong&gt; Article visualizations:&lt;/strong&gt;&lt;/p&gt;&lt;p&gt;&lt;img src="/-counters-/soc/0220/a.php" alt="Hit counter" /&gt;&lt;/p&gt;

Outcomes of an integrated STEM with design thinking module on preschoolers’ engineering practices

Research indicates that utilizing engineering design processes such as design thinking (DT) to integrate science, technology, engineering, and mathematics (STEM) disciplines yields positive outcomes. However, there is limited study on the effects of STEM education on preschoolers’ engineering practices. This case study evaluation examined the outcomes of an integrated STEM with DT module on preschoolers’ engineering practices in a private preschool in Malaysia. Two preschool teachers facilitated the learning of twenty preschoolers in two classes daily over four weeks. Data was collected through interviews and direct classroom observations, including fieldnotes, students’ artefacts, photos, voice, and video recordings. The qualitative data were analyzed inductively through thematic analysis. The findings indicated that the preschoolers engaged in numerous engineering practices while they actively participating in learning tasks. During their efforts to solve problems using DT process, they showed compassion for the characters in the stories and successfully defined the problem. The findings also highlighted the preschoolers’ ability to design and sketch their ideas. They demonstrated proficiency in constructing, testing, analyzing and evaluating their designs, as well as generating ideas to improve them and solve problems. Additionally, the results provided evidence that the engineering design process fosters collaboration and communication. Through iterative testing and modification, the preschoolers exhibited persistence and very positive learning dispositions.

Exploring Job Stress and Burnout in Substitute Educators: A Taiwanese Case Study

The well-being of employees has become increasingly crucial in modern workplaces, yet scant attention has been directed towards substitute educators in preschool settings. Working in early childhood education entails significant stressors that can adversely impact both physical and mental health. This study focuses on substitute educators in Taiwan, who often face instability and challenges in their workplace environments. In addition to fulfilling teaching responsibilities, they are tasked with additional administrative duties and may experience marginalization within the organization. This research aims to explore the relationship between job stress risk factors (X), workplace well-being (Y), and job burnout (Mo) among substitute educators. Data was collected from 102 substitute educators across public and private preschools in Taiwan. Results indicate that factors such as good control, managerial and colleague support, clear roles, and adaptability positively influence workplace well-being, whereas demands and negative relationships have negative effects. Furthermore, job burnout moderates the relationship between job stress risk factors and well-being. Recommendations for improving substitute educators’ well-being are discussed.

Indoor Environmental Quality In Preschool Buildings In an Andean City In Ecuador

ABSTRACT Indoor environmental quality has been associated with the health and wellbeing of building occupants; nevertheless, there is limited evidence in this regard for Latin American schools. This research aimed to characterize indoor environmental quality in public and private preschools in an Andean city in Ecuador. Data collection comprised onsite monitoring for the thermal-humidity microclimate of 90 classrooms in 30 preschools in Cuenca-Ecuador (March-August 2018). Infrared thermography and direct observation were applied to determine dampness. Classrooms seemed to be inadequate thermal-humidity microclimates; only a few maintained a comfortable temperature (6%) and relative humidity (11%) throughout the shift. When comparing public and private schools, in private schools, temperatures below the comfort range (61.3% in private schools vs 31.4% in public schools, p&amp;lt;0.001) and relative humidity measures above the comfort range were more frequent (74.3% in private schools vs. 58.6% in public schools, p&amp;lt;0.001). Hollow blocks were the primary construction material in private and public schools. Sixty-four per cent of private schools operated in adaptive, reused buildings, vs 19% in public schools (p&amp;lt;0.05). Infrared thermography confirmed dampness in 26% (n=23) of the classrooms in the covering structures indoors (15% in public vs 33% in private schools, p&amp;lt;0.05). This research reveals the urgent need to develop specific regulations and control mechanisms for building sustainable and healthy environments for preschools in Ecuador.

Mathematics teaching efficacy belief of preschool teachers of Hawassa city in Ethiopia

The ability of a teacher to plan and carry out the required actions to achieve desired results is known as teacher effectiveness. Although views and subject matter expertise, particularly when teaching mathematics, are key determinants in teachers' ability to teach pupils effectively. This study uses the Mathematics Teaching Efficacy Belief Instrument (MTEBI), adapted and translated into Ethiopian Amharic, to ascertain preschool teachers' efficacy views towards early math teaching in Hawassa City. Participants in the research were teachers who work in both public and private preschools in Hawassa City. Forty-four preschool teachers participated in the data collection. The results showed that there is a low belief in the efficacy of teaching early math, and the majority of participants were unsure or uncertain about teaching early math effectively. There was no significant difference among KG teachers' efficacy beliefs on teaching beforehand early math in their time of experience. Also, there was a significant difference between private and public preschool teachers’ efficacy beliefs in teaching early math. Keywords: belief; efficacy; kindergarten teacher; math; teaching

СОЦИАЛЬНО-ПСИХОЛОГИЧЕКСКИЕ АСПЕКТЫ ФОРМИРОВАНИЯ ПОЗИТИВНОГО ИМИДЖА ЧАСТНОЙ ДОШКОЛЬНОЙ ОБРАЗОВАТЕЛЬНОЙ ОРГАНИЗАЦИИ

Based on theoretical and empirical analysis, the article substantiates the socio-psychological factors and conditions for the formation of the image of a private preschool educational organization. A multilevel structure of the image of private preschool educational organizations is proposed, the elements of which are the components of trust, attractiveness and evaluation of competitive advantages, as well as their criteria and indicators. The definition and extended characteristics of the concepts are given: "image of a private educational organization", "image carriers", "image agents", "image consumers". The authors point out that the main condition for the formation of the image of this type of educational organization is the systematic monitoring of socio-psychological indicators and the popularization of its results in the media. In order to test the author's hypothesis, multidimensional questionnaires were developed and used aimed at identifying the professional and managerial competence of the organization's leaders; indicators of professional satisfaction of staff; identifying the features of parental inquiry in private and public preschool educational organizations. To verify the results, an expert survey was conducted with the involvement of independent expert groups. The results of comprehensive monitoring made it possible to empirically identify and statistically substantiate a number of factors that ensure the formation of the image of a private preschool educational organization. The main factors are: the factor of consumer demand, the factor of competence of the head and staff; the factor of social networks; the factor of positioning; the factor of social activity; the factor of localization; monetary and regulatory factors.

The Practice of Public-Private Partnership -The Influence and Reflection of Quasi-Public Preschool Policies

&lt;p&gt;為因應少子女化，我國於2018年開始實施少子化對策計畫，並以擴展平價教保服務及減輕家長負擔為政策重點，而準公共幼兒園為當中相當重要的政策工具。該政策目標除了要讓家長免於負擔沉重托育與教育費用之壓力，並擴展平價教保服務，更有確保教保品質的意圖。不過該政策效果如何？目前成果相當有限。因此，本研究以地方政府主管科人員、巡輔員、幼兒園主管與教保服務人員為對象，運用訪談進行文本資料的蒐集與探究。研究顯示準公共幼兒園政策使整體教保服務提供的量能明顯擴增，價格平實，可充分滿足家庭需求，教保服務人員待遇有被合理保障，也對減緩師資流動稍具效果。惟此政策仍有侷限，包括部份私幼業者仍對該政策的信任不足而影響參與意願；而管控與評鑑標準略為於寬鬆，教保品質也就良莠不齊；或是經營者理念不夠正派，教保服務人員對專業成長的配合度不高，教學補助未必善用於品質提升；最後，中央推動此政策，但所需經費由地方政府部份買單，或是要求地方政府在時限內達成一定績效，都讓地方政府承受不小的壓力。&lt;/p&gt; &lt;p&gt;&amp;nbsp;&lt;/p&gt;&lt;p&gt;A low national fertility rate brings various challenges to society, and many policies promoted by the Taiwan government in the past 20 years have focused on how to solve related social problems caused by declining rates. In response to the country&amp;rsquo;s low birth rate, Taiwan began to implement a plan of countermeasures for it since 2018. Among the policies focused on expanding affordable care and education services and reducing parental burdens, quasi-public preschools are one of the important policy tools. In addition to alleviating parents from the burden of heavy childcare and education costs and expanding affordable care and education services, this policy also aims to ensure the quality of care and education. However, the policy has so far achieved limited results. Therefore, this study conducted data collection and exploration by interviewing local government officials responsible for this area, auxiliary patrol officers, preschool supervisors, and care and education service personnel. The findings show that the quasi-public preschool policy could significantly expand the capacity of the overall care and education services at reasonable prices, which could fully meet the needs of families. A reasonable guarantee for the remuneration of care and education service personnel also has a slight effect on slowing down the turnover of teachers. However, this policy still has some limitations. Some private preschool practitioners still have insufficient trust in this policy. Moreover, slightly lax control and evaluation standards have led to the uneven quality of care and education. If the operators have bad faith and the care and education service personnel show low coordination willingness in their professional growth, then the teaching subsidies may not be used in quality improvement. Finally, while the central government has promoted this policy, local governments have been under great pressure to locate financial sources to pay for it in part or to achieve certain performance goals within a limited time frame.&lt;/p&gt; &lt;p&gt;&amp;nbsp;&lt;/p&gt;

유치원 교사의 예비교사 교육실습 지원 경험에 대한 개념도 분석

The purpose of this study was to explore the phenomenon and concept of teaching practice through the experiences of preschool teachers in supporting preservice teachers, to identify the potential structure of the concept and the degree of agreement, and to draw implications for teaching practice systems. Participants were 24 teachers with experience as practicum supervisors, working in public or private preschools in three metropolitan areas and one rural area. Teachers were interviewed in three groups to share their experiences of supporting teaching practice, and 50 statements were derived from the interviews and expert review. Multidimensional scale analysis and cluster analysis were conducted based on the participants' categorization of similarity and assessment of their level of agreement with the statements. The results were as follows. First, the conceptual map of kindergarten teachers' experiences of educational practice support was set to be two-dimensional, with the x-axis interpreted as 'relational growth and systemic limiting factors' and the y-axis as 'conflict and performance factors'. Second, the statements were organized into four clusters, which were named cluster 1, “Change together through reflection”, cluster 2, “Difficulties related to preservice teachers”, cluster 3, “Support for preservice teachers' pedagogical practice”, and cluster 4, “Needs for a support system for teaching practice. Third, teachers expressed higher agreement with statements in clusters 1 and 3 and lower agreement with statements in clusters 2 and 4. Teachers perceived difficulties in supporting preservice teachers and the need to improve the practice system, but they were more likely to agree that it was a positive experience in which they made a difference with preservice teachers through reflection and practice. This study found that teachers noticed the changes and growth that occurred in their experiences with support for teaching practice, focused on the support for teaching practice, and created concepts that encompassed dilemmas, challenges, and support systems. It also discussed implications for creating a vibrant teaching practice ecosystem that includes diverse actors in teaching practice.

Inclusive Education in Private Pre-Primary Schools in Lilongwe Urban City, Malawi: A Case Study

&#x0D; &#x0D; &#x0D; &#x0D; &#x0D; &#x0D; &#x0D; &#x0D; &#x0D; &#x0D; &#x0D; &#x0D; &#x0D; &#x0D; &#x0D; &#x0D; &#x0D; &#x0D; &#x0D; &#x0D; &#x0D; &#x0D; The focus of this article is to examine the implementation of inclusive education in private pre-schools in the urban setting of Lilongwe city in Malawi. Both qualitative and quantitative approaches were used to explore the implementation of inclusive education based on Bronfenbrenner’s social ecological theory. In-depth, interviews and an observation checklist were used to collect data from a purposively selected sample of 31 selected schools. Quantitative and qualitative data were collected using a 5-point Likert scale questionnaire from a sample of 25 private preschool teachers, and 6 educational administrators from 31 selected schools. Among the results of the study, include that most private pre-schools do not understand the need for implementation of inclusive education and therefore do not implement inclusive education in the schools at all. Very few schools include students with special needs in their schools denying some learners who have disabilities a chance to access education. Coupled with a lack of a consistence, and harmonized curriculum, several private pre-schools do not take the initiative to include special needs interventions in their schools. Further, most schools have no suitable infrastructure to enable the implementation of students with special needs in their school environments. Most current pre-primary schools do not have specially designed learning structures but rather use residential homes that have now been turned into schools. While private schools are meant to complement the government's efforts and contribute toward the goals of education in Malawi, most private schools have emphasized the business model, rendering schools to ignore some of the educational outcomes for the nation. Finally, but not least among the factors, another critical common characteristic among private pre-schools is the lack of clear application of policies in place to ensure the implementation of inclusive education.&#x0D; The study recommends that there is a need to step up efforts to be invest in both human and non-human resource in private preschools to ensure that inclusive education becomes a reality and that there is a propensity to contribute to the goals of education in Malawi. When properly implemented, Inclusive education has myriad benefits to the child and the nation at large. The responsibility to implement inclusive education rests in every bonafide citizen of a nation. It is the responsibility of everyone to ensure that the schools integrate inclusive education into their school activities.&#x0D; &#x0D; &#x0D; &#x0D; &#x0D; &#x0D; &#x0D; &#x0D; &#x0D; &#x0D; &#x0D; &#x0D; &#x0D; &#x0D; &#x0D; &#x0D; &#x0D; &#x0D; &#x0D; &#x0D; &#x0D;

Chinese Private Preschool Teachers' Teaching Readiness and Teacher-Child Relationships: The Chain Mediation Effects of Motivation to Teach and Self-Efficacy.

The teacher-child relationship is a key element in measuring the quality of childcare institutions and is essential to the current and future physical and mental developmental outcomes of children. The purpose of this study is to investigate the role of private preschool teachers' readiness to teach in influencing the teacher-child relationship, and to explore the mechanisms by which teachers' motivation and self-efficacy mediate their readiness to teach and the teacher-child relationship. Online questionnaires were administered to 289 early-childhood teachers in Shanghai, China. The findings of the study indicated a significant and positive correlation between early-childhood teachers' readiness to teach and the quality of the teacher-child relationship. In addition, early-childhood teachers' internal motivation to teach and self-efficacy mediated their readiness to teach and the teacher-child relationship, respectively. However, teachers' external motivation did not mediate the effect of teaching readiness on the quality of the teacher-child relationship. Moreover, teachers' motivation to teach (encompassing both internal and external factors) and their self-efficacy played chained roles in mediating the relationships between teaching readiness and the teacher-child relationship. This study highlights the significant roles of teaching readiness and instructional motivation, along with self-efficacy, in cultivating positive teacher-child relationships within early-childhood education settings.

A glass ceiling at the playhouse? Gender gaps in public and private preschool enrollment in India

India has reduced male-biased gender gaps in primary school enrollment and progression rates in recent years. However, patterns of early childhood education enrollment, selection of preschool, and related gender gaps remain inadequately studied. This study uses data from India’s National Family Health Survey (2019–2021), which collected preschool information for children aged 2–4 years, to examine female-male gaps in preschool enrollment. An estimated 40% of children were enrolled in preschools, and among them, 28% were enrolled in private preschools, with substantial variation across states. State, district, and household fixed-effects regressions, which accounted for a wide range of background characteristics of children, show that while preschool enrollment rates were 3.6–4.1% higher among girls than boys, girls were 9.3–16.7% less likely to be enrolled in higher quality private preschools. Using a mother fixed-effects regression, we found that while there was no gender gap in siblings’ preschool enrolment rates, girls were 18.6% less likely to be enrolled in private preschool than their brothers. The relative bias towards males in private preschool enrollment decreased with standard of living and maternal schooling levels. The findings indicate gender discrimination in enrollment in higher quality private preschool against young girls.

Self-Regulation in Children Attending Preschool Institutions That Implement Different Educational Approaches

In recent years, there has been a rise in preschools adopting alternative educational approaches due to increased interest. Researchers have focused on how these approaches affect children's development. This study compares self-regulation in Montessori Preschool and preschools implementing the Ministry of National Education curriculum using a casual comparative research model. The sample includes 140 children aged 48-72 months from Montessori, private, and state preschools. Data was collected with a Personal Information Form and Preschool Self-Regulation Assessment measuring attention, emotion, and behaviour regulation. Montessori students exhibited higher self-regulation and positive emotion regulation. Six-year-olds scored higher in attention/impulse control. Young parents' children had higher self-regulation levels. Overall, self-regulation in the study group was high. The study discusses these findings in the context of existing literature and offers practical recommendations for future research.

State vs. private preschool setting: assessing school quality for a successful learning environment

ABSTRACT Child-care researchers agree on the importance of preschool quality as an essential factor in developmental and cognitive outcomes. This study is a first attempt to assess structural and process aspects of Greek private and state preschool settings after the COVID-19 crisis and to provide empirical evidence for efforts to maintain the early childhood education curriculum. Comparisons between state and private preschool settings in two regions of Epirus showed the difference between the two types of preschools. All processes are perfectly in line with the current trends of educational programmes in Greece presented by the Institute for Educational Policy. The Early Childhood Environment Rating Scale-Revised (ECERS-R) in Greek translation was used in schools where children aged 3–5 years are enrolled. The results indicate that the quality of care in private preschools differed significantly from the quality of care in the state samples, although all scored good overall quality. A follow-up study will determine whether the quality of preschool processes is related to the quality of the home learning environment.