Search Results (56)

The promotion of sustainable schools is an important criterion for the promotion of ecological protection and the transformation of today’s society into a more sustainable one. The early childhood environment is believed to provide the ideal foundation for fostering values and attitudes related to sustainable education and promoting pro-environmental behaviors. The main goal of this study is to explore educators’ perceptions and expectations regarding the role of sustainable schools in shaping the environmental awareness and behavior of young children. A pilot study was carried out in the context of quantitative research on Preschool Teachers of Primary Education. Research results indicate that a Sustainable School (SS), beyond the curriculum, must promote issues of environmental awareness, culture, equality, natural resource management, and human rights. Also, it was seen that a modern school should provide Educators with new training opportunities in teaching methods that are based on sustainability principles and promote sustainability skills. Students’ acquisition of environmental knowledge can positively influence pro-environmental behavior and increase the likelihood of engaging in sustainable practices to protect the environment. Full article

Background/Objectives: Oral health (OH) in early childhood is a key determinant of long-term well-being, shaped by parenting-related dietary and hygiene habits. While these influences are well-documented, they remain underexplored among Brazilian immigrant families in the United States (U.S.). Therefore, this study was designed to examine how Brazilian immigrant parents’ perceptions and practices regarding diet and oral hygiene affect their preschool-aged children’s OH. Methods: This qualitative study consisted of in-depth interviews with Brazilian immigrant parents of preschool-aged children (ages 2–5) living in the U.S. Individual, in-depth interviews were conducted via Zoom, recorded, and transcribed in Brazilian Portuguese. Two native Brazilian researchers experienced in qualitative methods conducted a thematic analysis of the transcripts in Brazilian Portuguese using MAXQDA, a qualitative data analysis software. The analysis focused on identifying key perceptions, parenting practices, and barriers related to children’s diet and OH. Results: Parents strongly associated sugary foods with poor OH, identifying sugar as a major contributor to dental issues. Both mothers and fathers reported limiting sugar intake and encouraging good oral hygiene practices. While parents prioritized educating their children on healthy habits, barriers such as time constraints, reliance on external childcare, and economic limitations affected the consistent implementation of strategies. Conclusions: Brazilian immigrant parents understand the importance of diet and oral hygiene in in supporting their children’s early OH but face barriers in broader social contexts, such as daycare, preschools, and communities. Interventions should aim to support parents in their caregiving roles while simultaneously addressing systemic and environmental obstacles. Public health efforts should account for cultural, economic, and contextual factors to more effectively support Brazilian immigrant families in promoting their children’s OH. Full article

Background: Nutrition literacy, defined as “the skills to comprehend and implement nutrition information into everyday practice”, is a new area of study. Preschool teachers affect children’s perception of nutrition and health and contribute to their nutrition literacy skills. Objective: This cross-sectional study aimed to assess the level of nutrition literacy (NLS-Gr) of preschool teachers. Methods: The research included two stages of cluster sampling in a sample of kindergarten teachers in Greece (Rhodes Island). Nutrition literacy was assessed with the NLS-Gr, the Greek version of the NLS, and adherence to a Mediterranean diet with the MedDiet score. Results: The mean NLS-Gr score was 25.87 (SD ± 2.2) and is considered adequate. The correct answers range from 65.1% to 100%. The MedDiet score was calculated at 33.94 (SD ± 3.8), and no correlation was found between the MedDiet score and the NLS-Gr. The NLS-Gr score of kindergarten teachers was adequate, higher than that of previous research on different populations. Conclusions: The study concluded that adherence to the Mediterranean diet requires improvement, and food waste needs to be reduced. Educators should be empowered through targeted educational interventions to improve their dietary habits and, therefore, enhance students’ health and nutritional behaviors. Further research is needed to contribute to formulating nutrition strategies and policies in kindergarten. Full article

Learn to Fly was developed between February 2022 and March 2023 with the goal of fostering greater social participation and intergenerational dialogue around the recognition and solution of pertinent social issues through the development of psychological flexibility and socioemotional competences in children at the start of their academic careers. Based on a participatory methodology and the concepts of the third generation of Cognitive Behavioral Therapies (CBTs) and ACT (Acceptance Commitment Therapy), the target audience included children of ages 5 and 6 (pre-school and first grade), their teachers, and their families. The Learn to Fly pilot initiative was implemented in eight partner institutions on the Portuguese mainland with the participation of 289 children, their families, and 22 educators. Learn to Fly was evaluated after 12 weeks of implementation using a combination of methodologies, including interviews, focus groups, and pre- and post-tests. Teachers emphasized that the initiative brought families closer to the school, thereby strengthening connections between the school and the community, when analyzing the impact of the project on the school community. Positive changes were observed in the children’s behaviors, particularly with respect to hyperactivity, relationship problems with colleagues, prosocial behavior, socioemotional skills, their perceptions of their participation in various scenarios (their city and country), and intergenerational dialogue with their parents. In addition to the teachers’ preconceived notions about child participation, they became more aware of the possibility of children having a say in decision-making and discovered that the program promoted this aspect. Presently equipped with resources, it is envisaged that teachers trained to implement Learn to Fly will play a significant role in promoting positive child development and social engagement. Full article

Background/Objectives: Artificial sweeteners are commonly used food additives that provide sweetness without calories. Once considered harmless due to their lack of metabolism, recent studies suggest that they may have unintended effects, potentially stimulating appetite and increasing food intake, leading to weight gain. This study aimed to assess consumer perceptions of artificial sweeteners in food, examine consumption frequencies of products containing them, and explore their potential influence on body mass index. Methods: A cross-sectional study was conducted using two voluntary and anonymous surveys administered via Google Forms. Results: The study included 649 participants: 324 parents of preschool and school-aged children and 325 university and secondary school students. A substantial proportion of parents (59.3%) recognized artificial sweeteners as common sugar substitutes in beverages like juices, soft drinks, and protein drinks. Awareness was notably higher among students (88.9%). While most participants held a negative attitude toward artificial sweeteners, their awareness and engagement with food label reading were low. Multivariate linear regression identified significant associations: Male gender (β = 1.17, p < 0.001) and older age (β = 0.42, p < 0.001) were associated with higher BMI. Additionally, participants who rarely or never consumed carbonated soft drinks had a lower BMI (β = −1.48, p = 0.039), while those who occasionally consumed snacks had a higher BMI (β = 0.51, p = 0.039). Conclusions: This research underscores the urgent need for public health initiatives addressing misconceptions, raising food label reading practices, while encouraging healthier consumption habits through educational campaigns. Additionally, the study’s insights will help assess the potential cumulative health impacts of artificial sweetener intake. Full article

Background: The increasing rates of childhood obesity (CO) are an ongoing problem. We focused on the adherence to the Mediterranean diet (MD), physical activity, and sleep habits of preschool children in order to investigate the relationship between lifestyle habits and health outcomes through parental perception. Methods: In the context of “EpPOI: Education to prevent CO”, we investigated physical activity (PA) and sleep hygiene using an online survey for caregivers. Parents also completed the Mediterranean Diet Quality Index for children and adolescents (Kid-Med) questionnaire. Results: A total of 5.3% of the interviewees achieved a score indicating an adequate adherence to the MD. Additionally, 50.5% of children ate sweets every day, and 80% skipped breakfast. We also found that the parents’ perceptions of their children’s PA were a predictor of MD adherence, and PA was also positively correlated with fruit consumption [p < 0.034], vegetable consumption [p < 0.015], and fish consumption [p < 0.005]. Conclusions: Parents seem to be oriented towards a healthy lifestyle, but the children’s level of adherence to the Mediterranean diet is poor. CO prevention requires a synergic effort that includes an adherence to healthy eating patterns such as the MD and a greater awareness of parents on the importance of adopting a healthy lifestyle at an early age. Full article

The aim of the research was to examine the effect of preschool teachers’ perception of professional competence on their professional burnout in Türkiye. A total of 157 teachers composed the study group. In this research, The Burnout Measure, Short Version, Teacher Professional Competence Scale and Personal Information Form prepared by the researchers were used as data collection tools. According to the regression results, the sub-dimensions of teachers’ professional competence, managing teaching and learning processes, and personal and professional development negatively affected the level of professional burnout. The findings indicate that teachers with a bachelor’s or postgraduate degree were less burned out compared to those who graduated from high school or associate’s degree programs. Teachers who graduated from a preschool education departments were less burned out compared to those from child development or other departments. Teachers working in public schools were more burned out compared to those working in private schools. Teachers aged 31 and above scored higher in the sub-dimension of planning education and educating. Additionally, it was observed that teachers working in private schools perceived higher competency levels in overall professional competence as well as in the sub-dimensions of subject matter knowledge, pedagogical content knowledge, legislative knowledge, managing teaching and learning processes, and assessment and evaluation compared to teachers working in public schools. As a result, undergraduate and graduate preschool teachers in Türkiye usually work in public schools. These teachers may have higher expectations from themselves. Not being able to meet their expectations during the pandemic may have caused these teachers to feel more burnout. In this case, it would be appropriate to provide these teachers with appropriate environments and adequate psychological support. Full article

This systematic review examines preschool educators’ perceptions and implementation of Values Education (VE), emphasizing its critical role in moral and ethical development during early childhood. Following PRISMA guidelines, the review synthesizes findings from Scopus, ERIC ProQuest, Web of Science, and PsycINFO, covering studies published between 2000 and 2024. While educators recognize the importance of VE in shaping children’s character and promoting ethical behavior, several inconsistencies exist in its application. Successful VE programs often include explicit curriculum integration, teacher role modeling, and structured classroom activities. This review underscores the need for professional development initiatives to equip teachers with the necessary skills and knowledge to deliver VE effectively, and emphasizes fostering a supportive preschool environment to enhance VE practices. Furthermore, the review emphasizes that a systematic approach to VE can positively impact children’s intellectual, emotional, and social development, fostering ethically responsible individuals ready to engage actively in society. Full article

Background: Accurate maternal perceptions of children’s weight status are crucial for early childhood obesity prevention, with evidence suggesting that maternal misperception may delay timely interventions. This study investigated the accuracy of maternal perceptions of child weight and examined associations with parenting styles and children’s eating behaviors and demographic factors among preschool-aged children in Samsun, Türkiye. Methods: This cross-sectional study included 318 mother–child pairs recruited from preschools in socio-economically diverse areas of Samsun. Maternal perceptions of child weight status were assessed using a visual scale, while children’s anthropometric measurements (height, weight) were recorded to calculate BMI-for-age Z-scores. Parenting styles and children’s eating behaviors were evaluated using the Parental Attitude Scale (PAS) and the Children’s Eating Behavior Questionnaire (CEBQ), respectively. Data analysis involved chi-square tests and multiple logistic regression to explore associations between maternal perception accuracy, parenting styles, and children’s eating behaviors. Results: Among 318 mother–child pairs, 59.7% underestimated their child’s weight status, with this figure being 84.9% among overweight children. Authoritative parenting was the most common style (78%); no significant association was found between parenting style and maternal perception accuracy. Accurate estimators showed significantly higher scores for food responsiveness (median: 9 (7–12), p = 0.028) and the enjoyment of food (mean: 16.3 ± 4.8, p = 0.003), whereas underestimators scored higher for satiety responsiveness (mean: 23.2 ± 5.7, p = 0.042) and slowness in eating (mean: 11.2 ± 4.2, p = 0.004). Conclusions: Maternal underestimations of child weight are prevalent, particularly for overweight children, are associated with children’s specific eating behaviors. Targeted educational interventions focusing on improving maternal awareness and promoting responsive feeding practices are essential to combat childhood obesity. Full article

The Swedish National Curriculum for Preschools states that “the environment in the preschool should inspire and challenge children to broaden their abilities and interests without being constrained by gender stereotyped perceptions”. The aim of a three-year research and development (R&D) project was to both analyse and recreate early childhood education and care (ECEC) units’ indoor spaces, aiming at creating an indoor educational environment that would be socially inclusive and norm-aware, and support preschools to fulfil their curricular assignment around gender equality. The aim of this article is to present a specific process for challenging the norms around certain indoor play places and spaces as well as pieces of furniture in ECEC settings that risk reproducing gender norms. This aim was achieved through a social semiotic multimodal gender analysis of so-called “kitchen furniture”, as a well-established, commonly occurring space in ECEC. The process of how this was challenged is presented in this article. A gender analysis of what affordances for play this kitchen-focused piece of furniture gives, and how it can be recreated, was conducted. The introduction of more inclusive furniture to the ECEC units, through creating and building a play trolley, could affect children’s play in a more inclusive way. The analysis addressed both this idea and teachers’ self-initiated move of the piece of furniture within the ECEC unit. The process was performed with a multidimensional perspective of understanding play as a combination of children’s meaning-making and the affordances of both relationships and the environment. Full article

While a number of studies have shown the potential and benefits of augmented reality (AR) technology for preschool education, less attention has been paid to the problem of children’s deep learning and development of the competencies applying AR and to the pedagogy of AR. The aim of the study presented in this paper is to uncover the educational predictors of deep learning and competence development of 5–7-year-old children using AR technology. The research adopted a quantitative research approach and a survey design. The participants were 319 preschool teachers using AR technology for children’s education. The study revealed that a statistically significant predictor of promoting deep learning in preschool children is teachers’ roles, based on a constructivist and socio-cultural approach, when using AR. The research highlights the roles of the teacher as a creator of learning contexts and situations that engage children; the teacher as a proactive facilitator of children’s learning; and the teacher as an educator who acts, thinks and reflects with children, among others. Statistically significant educational predictors of children’s competence development were found to be: teachers’ perceptions of AR technology, the roles assumed by teachers, and the areas of children’s education in which AR technology is used. Full article

Extensive empirical research has emphasized the benefits of integrating Online Teaching Video Cases (OTVCs) into pre-service preschool teacher education. However, there is a research gap concerning the perceptions and needs of pre-service preschool teachers regarding OTVCs. This cross-sectional study, therefore, investigated pre-service preschool teachers’ perceptions of usefulness and need pertaining to OTVCs and examined potential differences across course year levels. A self-designed questionnaire survey was completed by 744 participants from the Shandong Province (China), with a focus on five domains: actors showcased in the OTVCs, OTVC-mediated activities, learning facilitators, situations requiring OTVCs, and areas for improvement. The results revealed that the participants identified expert teacher demonstrations and collaborative learning experiences with peers and instructors as the most useful types of OTVCs. They expressed the need for OTVCs to assist them with job preparation and a desire to learn content knowledge and engage with larger communities of preschool practitioners. Interestingly, the findings revealed significant differences among participants of different year levels, with Year 3 participants finding OTVCs more useful and necessary in most domains. These findings will help preschool teacher educators improve the responsiveness of OTVC-based instruction, thereby providing online video resources tailored to the preferences and needs of pre-service preschool teachers. Full article

Previous studies on child development have emphasized universal developmental stages and socialization, overlooking a direct investigation of young children’s subjective understanding of growing up. This study explored the perspectives of preschool children on growing up. Participant observations, semi-structured interviews, and drawing-telling were employed to investigate 56 urban Chinese preschoolers. The theoretical framework adopted for this study was Merleau-Ponty’s existential phenomenology, providing a lens through which the children’s voices were elucidated. The results revealed that children perceive their growth holistically across four themes: body, space, skills, and relations. Their perception of growing up adheres to a structure–agency duality, where social influences and children’s agency coalesce to shape their understanding of growing up. Adults contribute by embedding significance in daily situations and designated “occupations”, while children actively reinterpret these societal narratives, forging their conceptions of growing up. These findings suggest a need for educational approaches that resonate with children’s interpretations of their evolving lifeworld beyond merely imparting knowledge. Full article

Preschool years are a highly formative period in a child’s life and present a critical opportunity for the cultivation of enduring healthy eating habits. Trying new vegetables can be a challenge for young children as they can often be wary or even averse to the unfamiliar tastes, textures, smells, sights, and sounds posed by new foods. This study aimed to assess how engaging preschool children in growing food and playing with food influences their vegetable consumption and willingness to try new foods. Intervention studies were conducted with children aged 3–5 years in four Irish preschool classes across three different preschools, with two classes partaking in a vegetable-focused sensory learning intervention (n = 33), and two classes being involved in a gardening-based food education intervention (n = 57). The sensory learning intervention involved playing with three different foods, tomatoes, peas, and bell peppers, with the children’s consumption of these foods measured at baseline and after partaking in two interactive sensory learning classes. The gardening-based intervention centered around watercress and compared the effects of a hands-on planting activity versus a storytelling control activity on preschool children’s perceptions and reactions to tasting watercress. The sensory learning intervention was successful in encouraging preschool children to eat more vegetables, with children consuming on average 85% more peppers (p < 0.001), 24% more peas (p = 0.002), and 17% more tomatoes after the intervention. Children showed a greater willingness to try new foods after experiencing sensory learning, with over 50% of those who refused to try peas and peppers at baseline opting to try the vegetables after the intervention (p < 0.001). Involvement in the hands-on planting activity resulted in a slightly higher willingness to try what was a new vegetable for 79% of children, with 48% of the children in the planting group opting to taste the watercress compared to 32% in the storytelling group. This research indicates that providing preschool children with the opportunity for hands-on interaction with food aids in increasing their vegetable consumption and can make them more receptive to trying new foods. Use of these techniques can help to cultivate positive early food experiences that can have a lasting impact on lifelong food habits. Full article

From a sociopedagogical perspective, literacy development in preschool is conceptualized as a social phenomenon. Sociopedagogical models emphasize the connection between family and school processes to foster children’s literacy competences and parental involvement. Although contemporary models regarding parental involvement reflect its multidimensional and multilevel nature, research focusing on early literacy mainly addresses certain parenting practices, especially at home, and their association with a few literacy skills. Based on Bronfenbrenner’s bioecosystemic theory, Epstein’s model of overlapping spheres of influence and the typology of parental involvement as well as Rohde’s Comprehensive Emergent Literacy Model, the present study investigates how different dimensions and components of parental involvement interact to affect young children’s literacy competences. We investigate the complex relationships among all dimensions of parental involvement and their association with children’s literacy outcomes. Additionally, we explore the role of several contextual factors (children’s age, parental education, urbanity, number of children’s books) in these associations. Parents of 214 typically developing children aged 4–6 years filled in four parent-report scales developed and validated for measuring the different dimensions of parental involvement and children’s literacy competences. Results illustrate how multilevel parental practices mediate the effect of literacy-related parental perceptions and family–school relationships on children’s literacy competences. Among the contextual factors, only maternal education was found to have a robust, albeit indirect, effect on literacy outcomes. Implications about the school’s role and strategic planning in promoting literacy-focused parental involvement are discussed. Full article