Preschool Quality Research Articles

Teacher Perspectives on Curriculum Selection, Quality, and Use in Public Preschool Classrooms

ABSTRACT While most U.S. states require that public preschool teachers use an evidence-based curriculum, the early childhood field lacks consensus on what constitutes an optimal curriculum and how it should be implemented to serve all children equitably. This uncertainty hinders both teachers, who may rely on the curriculum to meet the needs of their students, and preschool policymakers, who seek to use public resources effectively. To elevate the curricular expertise of teachers, this qualitative study explores the use of preschool curriculum in a series of focus groups with 65 teachers in public preschool classrooms in three states. The results indicate that teachers actively modify the curriculum when it does not meet their needs or those of their students, as well as the formative assessments that are intended to support effective curriculum implementation. Teachers identify developmentally appropriate practices as a critical component of curriculum quality and describe feeling pressure to achieve child outcomes in inappropriate ways. We draw several policy implications from the results to inform those who seek to align state preschool policies and teaching practices in the pursuit of equitable access to preschool quality.

Balancing Artificial Intelligence and Human Insight in Early Childhood Education: Implications for Child Development

Artificial intelligence technology is increasingly integrated into education, offering potential benefits for personalized feedback and data-driven insights. However, its effectiveness in early childhood education, particularly in terms of teachers’ perceptions and experiences, remains underexplored. This study aimed to evaluate the effectiveness of AI-driven tools in early childhood education, focusing on learning outcomes, usability, feedback quality, and teacher workload in preschool and kindergarten settings. A mixed-methods design was used, comprising a survey of 40 teachers and semi-structured interviews with 10 participants. Quantitative data were analyzed through descriptive statistics and ANOVA, while qualitative data were analyzed using thematic analysis. 80% of teachers believed AI tools enhance learning outcomes, with experienced teachers more favorable toward AI feedback. Challenges included AI's inability to interpret social cues, emphasizing the need for human interaction in early learning. AI tools should complement human teaching, with a focus on teacher training and balancing AI with human interaction in early education.

Exporting preschool quality assurance: ideational power and legitimation of a Scandinavian edu-business

ABSTRACT This study explores the search for good quality preschool provision and the ideational foundation upon which it builds through the work of a Swedish edu-business operating preschools internationally. We analyse associated flows and uses of (global) ideas on preschool quality to understand how such businesses draw on, remould and “move” certain ideas on quality and quality assurance. For this, we use data obtained from visits to, interviews with representatives of, and various documents produced by the business and two of its subsidiaries, one Swedish and one Norwegian. The analysis highlights important aspects of three dimensions of ideational power: the power through, over and in ideas. The results show how the business acts, particularly through the Norwegian subsidiary, as a pioneering ideational leader of preschool improvement. From this position it conveys an acclaimed state-of-the-art quality system to the policy domain, thereby legitimising large-scale private preschool provision in policy contexts where it is increasingly questioned.

Parent Outreach Efforts Extend the Sustained Benefits of a Preschool Classroom Intervention: Adolescent Follow-Up of a Randomized Controlled Trial.

The Research-based Developmentally Informed (REDI) program enriched Head Start classrooms with teacher-delivered curriculum components designed to enhance child social-emotional learning and language-literacy skills. Parents received information about the program via backpack express, including weekly handouts about program topics and three DVDs illustrating REDI interactive strategies and suggesting home learning activities. In addition to effects on child skill acquisition and school performance (reported previously), positive effects emerged on a family-based outcome: parents of children in REDI-enriched classrooms reported higher quality preschool parent-child conversations than parents in the randomized control group (usual practice) classrooms. This study examined the long-term benefits associated with intervention-related improvements in preschool conversations. The original sample included 356 children (58% White, 24% Black, and 18% Latinx; 54% girls, 46% boys); 77% had the high school follow-up data used in this study. Longitudinal GLM analyses documented significant REDI intervention effects on parent-adolescent communication quality (assessed in the 7th and 9th grades) and on parent- and youth-reported high school behavior problems (assessed in 11th grade). Path analyses revealed significant serial mediation from intervention-related improvements in preschool conversations to parent-adolescent communication quality (grades 7-9) to reductions in later youth-reported (but not parent-reported) behavior problems (grade 11). The findings suggest that including "light touch" parent engagement materials with preschool classroom interventions can contribute to long-term program benefits.

Stronger Empathy and Better Peer Relationship? One-Year Cross-Lagged Panel Analysis in Preschoolers.

The development of empathy and the establishment of peer relationships significantly influence the quality of preschoolers' social lives. Past research consistently demonstrates a strong correlation between empathy and peer relationships. However, debates persist regarding causality. To provide evidence on this matter, we conducted a year-long longitudinal study involving 160 preschoolers at T1, with 137 children (mean age = 60.99 months, SD = 3.51; 66 males) retained at T2, 1 year later. Our study employed a two-wave design and cross-lagged panel analysis. Data on empathy and peer relationships were collected through empathy story tasks and peer nominations. For the analysis of peer nominations, we selected three centrality measures from social network analysis: degree centrality (number of direct friendships), closeness centrality (proximity between network members), and betweenness centrality (control/mediation of information exchange). Results from the cross-lagged panel analysis reveal that preschoolers' affective and cognitive empathy at T1 positively and significantly predict peer relationships at T2. Specifically, both forms of empathy predict degree centrality and closeness centrality. Additionally, hierarchical linear modeling indicates that, even after controlling for affective empathy, cognitive empathy significantly predicts both degree centrality and closeness centrality at T2. These findings underscore the importance of nurturing empathy, especially cognitive empathy, to enhance peer relationships among preschoolers. Consequently, educators can play a vital role in improving peer relationships by intervening in empathy development, promoting greater social interaction.

Teachers' Work Motivation and Psychological Well-being on the Existence of ABASTEN Kindergarten Through BERSERI Programme

The development of education’s area is inseparable from efforts to face the challenges that exist. Aisyiyah Bustanul Athfal Kindergarten (TK ABASTEN) 10 Sumberpucung is one of the schools managed by the Aisyiyah association with the vision of providing quality preschool education to prepare children with good personality, noble character, academic foundation, and active and creative spirit. This seems ironic given the fact that ABASTEN Kindergarten is located in a localized area. Another obstacle is the school’s low financial capacity which results in minimal teacher salaries. Despite these limitations, ABASTEN Kindergarten has improved its quality and increased the number of students each year. This is certainly very much related to the work motivation and psychological well-being of the teachers. The purpose of this study is to find out the innovations made by the school so that it can increase the work motivation and psychological well-being of teachers at ABASTEN Kindergarten. The research method used was qualitative using a semi-structured interview model with data analysis using interview results and literature studies. The research subjects were seven teachers with active status at ABASTEN Kindergarten. The result of this study is the promotion of the BERSERI (Sharing Every Day) programme as one of the innovations carried out by the school is to increase work motivation and strengthen the psychological well-being of teachers. Keywords: kindergarten teacher, work motivation, psychological well-being

Preschool quality and developmental outcomes of preschool children in rural China: Evidence from longitudinal and subgroup analyses

Using a longitudinal data set developed from surveys of 1,285 children (and their families), as well as 683 preschools teachers in 382 preschools in rural western China, we examined the association between preschool quality and the development (cognitive and social-emotional skills) of preschool children. The findings showed that 55 % of the sample children were cognitively delayed, and 49 % of the children were social-emotionally delayed at age 3. The rates of delay decreased to less than 40 % when the children were at preschool age. Although other factors were associated with the decline in development delays, according to the findings, preschool attendance respectively led to an improvement of 0.47 SD (p = 0.001) in child cognitive development (i.e., the fall in delays). More specifically, the global quality and the structural quality of preschools improved child cognitive development by 0.11 SD (p = 0.001) and 0.09 SD (p = 0.004), respectively. The findings of the subgroup analyses suggested that children from disadvantaged backgrounds benefited more from being able to attend quality preschools. Preschool quality also helped to improve developmental outcomes (cognitive abilities and social-emotional skills): for children that were developmentally delayed before age 3, but not for those children that were not delayed when they were 3 years old; for children with lower educated parents, but not for those with more highly educated parents; for children that were from relatively poor families, but not for those that were from relatively rich families; and for children that were attending preschools in rural areas, but not for those who were attending a preschool in an urban area.

Health-related quality of life of toddlers during and after cancer treatment

BackgroundThere is a knowledge gap regarding health-related quality of life (HRQOL) in childhood cancer patients below 2 years of age. The aim of this study was therefore to compare HRQOL of young children during and after treatment for cancer, to healthy controls, and to investigate effects of biopsychosocial factors. ProcedureThe study is based on data from an online monitoring program. Parent-proxy reports of HRQOL in 205 children aged 12–24 months were compared to 108 healthy children. The parents filled out the TNO-AZL Preschool Quality of Life questionnaire for young children, which consists of 12 subscales, in addition to a parental distress thermometer. ResultsParticipants undergoing treatment had less favorable HRQOL than children after treatment for eight of the subscales. They also had less favorable HRQOL than healthy children for seven scales, while the only significant difference between children off treatment and healthy controls was for motor functioning. For ten subscales, there were significant relationships between biopsychosocial variables and HRQOL outcomes. Parental distress and treatment with immunotherapy were the variables most frequently associated with lower HRQOL. ConclusionsParental distress should be considered when monitoring young childhood cancer patients. Treatment with immunotherapy is likely to be a marker of disease severity and might represent other underlying factors affecting HRQOL. The association between immunotherapy and HRQOL therefore needs more research. While there was a significant difference depending on treatment status, it cannot be concluded that this represents an improvement in HRQOL after end of treatment.

Exploring and Improving the Potential Factors of Preschool Teacher Resignation Using the Stratified Bayesian Best-Worst Method

The high turnover rate of preschool teachers in the educational sector threatens the ability to retain competent teaching staff and affects the quality of teaching and the development of early education in many countries. These ramifications are especially poignant given their alignment with the United Nations’ sustainable development goals (SDGs) - notably “quality education,” “good health and well-being,” and “decent work and economic growth.” Reducing the turnover rate of educators, especially at the preschool level, has become an urgent issue for the education community. Therefore, this paper develops a multiple criteria decision-making (MCDM) model based on expert knowledge to construct an evaluation model of the main factors for the resignation of preschool teachers. These factors comprise three main dimensions: personal factors, internal organizational culture, and external environment. First, potential resignation factors were identified through a literature survey and interviews with several experts. Then, a stratified Bayesian best-worst method (SB-BWM) was used to evaluate the importance of these potential factors. The method generated the optimal group weights of the resignation factors and ranked them. The results of this study reveal that the top five resignation factors are high work stress, work-induced emotional exhaustion/job burnout, poor work atmosphere, high workload, and low collaborative relationships with partners. The results can help preschool education operators and education ministries responsible for decision-making to understand the factors leading to the resignation of preschool teachers so that they can develop strategies to improve retention. Management implications are given to improve operational performance and effectively reduce the teacher turnover rate to promote stability in the learning environment so important to early childhood development, which will lead to quality preschool education development.

Preliminary Findings of Structural Quality Requirements in Malaysia Public Preschools from Multiple Stakeholders’ Perspectives

Stakeholders define preschool quality in their own context. This study aimed to explore the structural quality requirements in Malaysia public preschools from the triparty stakeholders’ perspectives: the top-down, bottom-up and outside-in. This study adopted a case study design and an in-depth interview data collection method. The thematic analysis revealed three structural quality elements required in Malaysia settings: human, conducive environment, and other supporting factors. The preliminary finding of the study highlights the identification of teacher assistant as one of the structural quality requirements in Malaysia public preschools. Perhaps future study be extended into a quantitative method for generalisation.

Peran Standar Pengelolaan PAUD dalam Meningkatkan Perkembangan Sosial Anak Usia Dini

This research discusses the role of preschool management standards in improving early childhood social development in Indonesia. preschool plays a crucial role in children's development, with curriculum, teaching methods, infrastructure, and parental and community involvement being key elements in ensuring quality education. Good preschool management standards can create a conducive learning environment, encourage healthy social interactions, and support the development of children's social skills. The research uses the literature study method by collecting data from various relevant sources such as books, scientific journals, articles and official documents. The analysis shows that Total Quality Management (TQM) indicators, such as leadership, commitment, customer focus, data measurement and analysis, and continuous improvement, can be applied in preschool management to improve service quality. Although there are implementation constraints, such as uneven quality of preschool and lack of a comprehensive assessment system, this study provides recommendations to improve access to educational resources, develop an objective assessment system, and increase parental and community involvement. With collaborative efforts from various parties, the quality of early childhood education in Indonesia can be improved, ultimately supporting children's optimal social development.

Nutrient Intakes and Diet Quality of Toddlers and Preschoolers Participating in STRONG Kids 2 Cohort

Nutrient Intakes and Diet Quality of Toddlers and Preschoolers Participating in STRONG Kids 2 Cohort

Factors Influencing English Communication Proficiency Development Among B40 Preschool Children in Tanjung Malim, Perak, Malaysia

This study examines the complex variables affecting B40 preschoolers' English communication skills in Tanjung Malim, Perak, Malaysia. The research is based on Malaysia's commitment to excellent education for everyone, especially underprivileged populations. The research goals are to identify and analyze these influential factors, examine B40 families' socioeconomic backgrounds, evaluate preschool quality and accessibility, examine parental involvement, and support, and examine peer interactions and classroom environments. A sample size of 100 respondents B40 preschoolers and their parents are surveyed using quantitative approaches, including a standardized questionnaire. Regression analysis is used to examine the relationships between Socio-economic Status, Preschool Education Quality, Parental Involvement and Support, and English Communication Proficiency Development. Socio-economic Status, Preschool Education Quality, and Parental Involvement and Support significantly affect English language competency in B40 preschool children, according to the research. The results add to the research on language development in Malaysian B40 communities and have implications for policymakers, educators, and stakeholders working to improve language education for vulnerable people. This study helps areas with comparable socioeconomic issues improve English language competency in B40 preschoolers to boost educational achievement and social mobility.

A real-world cross-sectional study evaluating the role of an oral amino acid-based supplement in nutrient intake by preschoolers on a cow's milk elimination diet.

Food allergy has several negative nutritional consequences and may persist beyond the first year of lives. This study aimed to assess the role of a complete oral amino acid-based supplement in the diet of children on cow's milk protein elimination diet because of food allergy. This study included two groups of children aged 1-5 years paired by age and socioeconomic status: (1) study group, on cow's milk protein elimination diet plus an oral amino acid-based supplement, and (2) control group, on cow's milk protein elimination diet. Sociodemographic, clinical, anthropometric, and dietary data were obtained through online interviews. Two 24-h dietary recalls were collected on nonconsecutive days. Both groups comprised mostly boys. The study group presented lower values of body mass index. The frequency of feeding difficulties was similar between groups. The study group had a higher intake of energy, protein, carbohydrates, calcium, iron, zinc, phosphorus, magnesium, copper, selenium, vitamins D, E, B1, B2, B6, and B12, niacin, and folic acid compared to the control group. A higher proportion of children in the study group had adequate intake according to the recommendations made for energy, carbohydrates, iron, phosphorus, selenium, vitamins A, D, E, B1, B2, and B6, and folic acid. The use of a complete oral amino acid-based supplement has a positive effect on the diet quality of preschoolers on cow's milk elimination diet because of food allergy, promoting higher intake of energy, calcium, vitamin D, and other essential nutrients.

Teacher leadership in professional learning communities in early childhood education: A Chinese perspective

To address the research gap in exploring teacher leadership and professional learning community (PLC) in early childhood education in China, this study explored how PLC members enacted leadership and how preschool principals influenced the enactment of such leadership. Purposive sampling was used to select research participants based on the current local governmental preschool quality ratings: Excellent, Good, and Average. Data were collected from three public preschools with corresponding levels of autonomy and hierarchical structures, and semistructured interviews were conducted with nine preschool practitioners. In terms of roles, PLC leaders served as pseudo leaders, and classroom teachers served as active learners but passive leaders in PLCs. PLC members implemented strategies that included the provision of learning support and communication to facilitate PLCs. Although preschool principals were found to serve as helmsmen, they positively managed the learning programmes and invited experts to conduct teacher training.

Quality in preschools through systematic quality work – a principal’s perspective

PurposeThe purpose of this paper is to explore existing and desired methodologies for systematic quality work to promote quality in preschools from the principal’s perspective.Design/methodology/approachA collaborative approach was used in this research project, and principals were asked to complete portfolio assignments. Their answers to those portfolio assignments were analysed by the research team and subsequently compared to total quality management values.FindingsExisting and desired methodologies for systematic quality work are presented and sorted into 13 and 17 groups, respectively. The principals desire four times more methodologies than they are presently using to promote systematic quality work, and the results show that they must extend their methodologies to support TQM values.Research limitations/implicationsThis research is based on answers collected from 18 principals in one municipality in Sweden.Practical implicationsThe use of the cornerstone model provides a framework to illustrate the application of TQM in preschools.Originality/valuePrincipals struggle to find time for systemic quality work. The presented results can be used to work systematically with quality in preschools and other organizations.

Vårdnadshavares uppfattningar av delaktighet i förskolan

Participation is an important factor for preschool quality and with participation comes both possibilities and challenges. The aim is to explore guardians’ perceptions of participation in Swedish preschool using Buber’s understanding of dialogue in interpersonal meetings. The research questions are: How do guardians describe participation in preschool? How do guardians perceive their participation in preschool teaching? Conducting interviews with 20 guardians resulted in the emergence of four themes. The results show that guardians have different perceptions about what participation implies. They describe that they want to be participating but settle with being informed. Guardians find it optional to participate in the decision-making concerning teaching. A conclusion is that preschool teachers need to be in dialogue with guardians about how participation can be understood in their specific context. Another conclusion is that competence regarding the importance of continuous dialogues needs to be addressed towards preschool teachers to promote guardians’ participation in teaching.

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<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<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<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<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.

The Impact of Early Home Learning Environment and Preschool Quality on School-Relevant Language Proficiency in Primary School

ABSTRACT Using data from a longitudinal German large-scale study and structural equation modeling, this study investigated the effects of different dimensions of the early home learning environment (HLE) as well as the effect of language-related preschool quality at the age of 3 to 5 years on students’ later school-relevant language proficiency (as indicated by their school-relevant listening comprehension) in primary school (N = 316; M age in months at Grade 1 = 88.22, SD = 3.98). Results show significant direct effects of both the book exposure at home as well as of the language and literacy-related preschool quality on later school-relevant language proficiency, even when controlling for earlier language skills at preschool entry (age 3/4) and other relevant child (working memory, nonverbal cognitive abilities) and family-related (socioeconomic status) factors. Using child vocabulary and grammar at age 5/6 as mediational variables, the effect of the informal HLE was partially mediated through students’ receptive grammar skills. Our results underline the importance of early stimulating home and preschool literacy environments for students’ school-relevant language proficiency at the start of primary school.

Improving preschool provision and encouraging-demand: Evidence from a large-scale construction program

We study the impact of a preschool construction program and of two demand-side interventions in Cambodia. Within this context where other preschools are available, impacts are likely to differ between children who would have been enrolled in a preexisting preschool and those who would have stayed at home, with larger expected gains for the latter. After one year, we measure positive intent-to-treat impacts on an aggregate measure of development and show that the effect on children who would have stayed at home can be bounded (0.14-0.49 SD). Under heavier assumptions, we pinpoint this effect at 0.21 SD, while the effect on children who would have enrolled in another preschool is close to zero. These results are consistent with measures of preschool quality which imply that the newly constructed schools only significantly improved infrastructure, but did not improve the quality of educational processes. After two years, most impacts become insignificant suggesting that the advantage provided by preschool quickly vanished, specifically once children enrolled in primary school.