Search Results (251)

Despite extensive research on early childhood education (ECE) quality at the preschool level, toddler settings remain comparatively understudied, particularly in Chile and Latin America. Research suggests that quality ECE strengthens child development, while low-quality services can be harmful. ECE quality comprises structural features like ratios and classroom resources, and process features related to interactions within classrooms. This study examines how process and structural quality indicators are related in nurseries serving disadvantaged backgrounds. Data were collected from 51 Chilean urban classrooms serving children aged 12–24 months. Classrooms were evaluated using the Classroom Assessment Scoring System (CLASS) for toddlers, questionnaires, and checklists. Latent Profile Analysis identified process quality patterns, while multinomial regression examined associations with structural quality indicators. The results revealed low-to-moderate process quality across classrooms (M = 4.78 for Emotional and Behavioral Support; M = 2.35 for Engaged Support for Learning), with three distinct quality clusters emerging. Marginally significant differences were found between high- and low-performing clusters regarding classroom space (p = 0.06), number of toys (p = 0.08), and staff educational credentials (p = 0.01–0.07). No significant differences emerged for group sizes or adult-to-child ratios, which are heavily regulated in Chile. These findings underscore the need to strengthen quality assurance mechanisms ensuring all children access quality ECE. Full article

Background: Considering the critical role of physical activity (PA) beginning in early childhood education and the demonstrated validity and reliability of contemporary technological measurement tools, this paper aimed to systematically review and analyze studies comparing PA levels in preschool-aged children during weekdays versus weekend days, using objective technological devices, and highlight what factors correlate with children’s PA. Methods: The search strategy was designed based on the PICOS framework. A systematic review was conducted using two databases (PubMed and Web of Science) to identify studies that included preschool children doing PA during weekdays, measured through technological devices, and compared to PA during weekend days. Study quality was evaluated using the MINORS scale. Results: From 1959 articles, 30 documents met the inclusion criteria, encompassing 32,251 preschool children. Conclusions: The results suggest that preschoolers were generally more active on weekdays than weekends, although it could depend more on contextual or individual factors than on the day of the week. In this sense, parental/maternal behavior (sedentary behavior, shared activities during weekend days, parents’ educational level, and parental/maternal screen time) influences children’s PA level, as well as other factors such as gender, morphology, motor competence level, the type of activity (indoor vs. outdoor), age, meeting PA guidelines, and the community transportation environment. Considering these factors, professionals working in preschools or kindergartens, as well as parents/mothers, should consider these factors to foster children’s PA level from early childhood, which could influence children’s lifespan. Full article

Background and Objectives: Congenital heart defects (CHD) affect around 1% of the population, making them the most common congenital disease worldwide. Thanks to advances in treatment, over 90% of affected children are able to reach adulthood, shifting focus to long-term outcomes such as disease-specific quality of life (DsQoL). To date, there has been no validated, standardized instrument for assessing DsQoL in young German CHD patients. This study introduces the Congenital Heart Disease Specific Inventory (CHDSI), the first freely available German-language instrument for measuring DsQoL in children and adolescents with CHD. Materials and Methods: The CHDSI was developed at the German Heart Center Munich in collaboration with affected children and adolescents and validated nationwide via the National Register for Congenital Heart Defects (NRCHD) with 1201 participants (46 kindergarten children, 530 children, 625 adolescents). Two age-specific versions (36/37 items) and a 31-item preschool version were created, alongside a 6-item short form (CHDSI-SF) for rapid screening. Reliability was assessed using Cronbach’s alpha and split-half methods; construct validity via confirmatory factor analysis (CFA) using DWLS; and score interpretation through standardized stanine scales. The small sample size of kindergarten children precluded a model test for this group. The standard values given for this subsample should therefore be interpreted with caution. Results: The CHDSI showed excellent internal consistency (Cronbach’s α = 0.856 to 0.900) and high split-half reliability (>0.95). CFA confirmed a robust six-factor structure with excellent model fit (CFI and TLI ≥ 0.991, RMSEA ≤ 0.05). Subscales showed strong discriminant validity, and significant differences were found by CHD severity and sex. Conclusions: The CHDSI is a psychometrically valid, age-appropriate, and freely available instrument for assessing DsQoL in children and adolescents with CHD. It provides valuable support for clinical decision-making and research. Further studies should explore international validation and cultural adaptation. Full article

Allergic sensitization (AS) to pets is a notable health concern, with a 10–30% prevalence in developed countries, significantly higher than in developing nations; however, the critical exposure windows and reasons for this global disparity remain unclear. This study aimed to investigate associations between perinatal and current animal exposure and childhood AS among 2598 preschoolers (aged 3–6) in Changsha, China. Data on AS and pet exposure were gathered via questionnaires, while children’s prenatal and current exposure to outdoor air pollutants (PM₁₀, NO₂) was estimated from monitoring stations. Multiple logistic regression models revealed an overall AS prevalence of 1.8%. Current animal or pet exposure was significantly associated with childhood AS (adjusted OR 2.40, 95% CI 1.12–4.29). Conversely, no significant association was found for perinatal exposure. Intriguingly, a stratified analysis showed that the association with current exposure was significant only in children exposed to low levels of outdoor PM₁₀ (adj. OR 2.97, 95% CI 1.21–7.27) and NO₂ (adj. OR 3.01, 95% CI 1.23–7.37). The study concludes that current exposure to pets significantly increases childhood AS risk. This effect is unexpectedly magnified in environments with low outdoor air pollution. This novel finding not only may explain the higher prevalence of pet allergies in developed countries but also suggests that as air quality improves alongside rising pet ownership, developing nations like China could face a significant future increase in pet sensitization, highlighting a critical emerging public health challenge. Full article

Background: Cardiovascular fitness has been proposed as a key factor influencing executive functioning and academic performance during childhood and adolescence. However, the extent and consistency of this relationship remain unclear across diverse populations and educational contexts. This systematic review aimed to evaluate whether cardiovascular fitness, particularly measured through VO₂max, is consistently associated with improvements in executive function and academic performance among students from early childhood to adolescence. Methods: A systematic search of PubMed, Web of Science, SPORTDiscus, and ProQuest Central was conducted up to 15 November 2022. Studies were included if they examined correlations between VO₂max and cognitive or academic outcomes in students from preschool to high school. Methodological quality was assessed using the MINORS checklist. Results: Out of 271 identified studies, 12 met all inclusion criteria. Evidence suggests that higher VO₂max is generally associated with improved executive function domains such as attention, working memory, and inhibitory control, as well as academic performance indicators including mathematics and reading scores. Neurophysiological studies also indicate links between cardiovascular fitness and brain structure/function. However, the strength and specificity of these associations vary across studies due to methodological differences, limited sample diversity, and inconsistent control for confounders. Conclusions: Cardiovascular fitness appears to have a positive, albeit complex, relationship with cognitive function and academic performance in youth. Future research should adopt longitudinal and experimental designs to clarify causal pathways and consider moderating factors such as sex, age, and psychosocial variables. Full article

The quality of children’s early childhood education (ECE) experiences significantly impacts their long-term outcomes and wellbeing. While extensive research has explored quality from the perspectives of adult stakeholders, including educators and authorities, there remains a paucity of studies prioritizing the viewpoint of children, the main beneficiaries of ECE. This study sought to address this gap by investigating children’s preschool experiences at an Australian inner-city preschool center. Using child-friendly interview techniques, researchers engaged 32 children aged 3–4 years in discussions about their likes, dislikes, and desired changes in their preschool settings. Open-ended questions such as “What do you love about preschool?” and “What do you think makes a good preschool?” were used to encourage reflection and storytelling. To complement verbal responses, children were invited to illustrate their thoughts through drawings, offering a visual dimension to their perspectives. Deductive thematic analysis identified eight themes within the dimensions of structural and process quality. The findings highlight the unique and insightful ways young children interpret their experiences, shedding light on aspects of preschool life they value most. By amplifying children’s voices, this study highlights the importance of integrating their perspectives into the design and evaluation of ECE environments, promoting practices that better align with their needs and support their wellbeing. Full article

Recent research in the area of physical literacy has revealed that the early years are a period that has not been well studied. Our research team designed a deductive review with the aim of investigating how preschool children’s physical literacy manifests across affective, physical, cognitive and social domains. The review includes scientific publications from the last four years, which investigate the elements of physical literacy in preschool children: motivation, confidence, motor competence, knowledge, understanding and use of physical activity. The characteristics of the elements were systematised into four domains, affective, physical, cognitive and social, as engagement in physical activities. Results. The majority of the articles explained physical literacy behaviours in 4- to 5-year-old children. The physical domain was most frequently described, mainly including the three basic motor skills of postural stability, object control, and locomotion, as well as physical qualities of movement. The second most frequently described domain was the social domain of the application of physical activities in preschool stages, including the types and amounts of physical activity used in both organised and leisure time. Conclusions. Physical literacy of preschool children is a purposefully organised and guided process, during which a child is given the opportunity to try and apply age-appropriate movement skills, without being limited by the child’s gender, parental attitudes, sporting choices, or the traditions of sport culture. Full article

This theoretical paper expands upon previous research and proposes a guide for promoting mathematical talk and play through shared book reading (SBR), with a focus on the home environment. Building on a previously developed classroom-based model, this article describes a design-based research approach to extend the guide to including diverse literary genres—such as narrative, informational, multicultural, and math-specific books in a home setting. Parent–child shared book-reading in authentic contexts can provide a rich platform for “math talk”, where references are made to mathematical words, concepts, and content, and may support children’s mathematical skills. SBR with quality children’s literature can play a promising role in motivating and engaging children’s interest and pleasure in both reading and mathematics. However, few studies have explored this with diverse literary genres in the home setting, as the main focus has been in the classroom and using books specifically written to teach math content such as counting or sorting books. The proposed guide provides direction and practical examples for fostering parent–child math talk and play activities that can be used to extend concepts covered during the SBR. The potential application of the SBR guide, and how it can encourage parent–child talk to support a full range of mathematical concepts, encourage home-preschool collaboration, promote effective SBR techniques, and facilitate parent–child conversations about math in new and confident ways is discussed. Full article

Preschool mathematics support remains insufficient, which can limit children’s skill development and impact their long-term academic success. This study explores how collaboration between researchers and teachers can enhance these practices. It is based on the Classroom Assessment Scoring System (CLASS) model, which examines three key dimensions: concept development, language modeling, and the quality of feedback. This theoretical framework highlights the importance of pedagogical interactions in supporting early mathematical learning. A mixed-methods, longitudinal approach was adopted. Over three years, six teachers participated in five collaborative sessions per year. Systematic CLASS observations, questionnaires, interviews, and reflective journals were used to assess the evolution of teaching practices. The results reveal a significant improvement in the quality of mathematics support, particularly in concept development. However, feedback and language modeling progressed more slowly. Integrating mathematics into spontaneous situations, such as free play, remains a challenge. The discussion emphasizes the importance of continuous pedagogical support to further strengthen these practices and promote more interactive and contextualized learning experiences. Full article

Background/Objectives: Traditional nutrition education can increase children’s exposure to healthy foods, but preschool teachers face barriers such as limited time and competing priorities (e.g., kindergarten readiness). Integrating nutrition into other learning domains (e.g., science) has been identified as a potential solution. However, teachers need more professional development. We developed the More PEAS Please! program to support preschool teachers’ integration of food-based learning (FBL) and science, seeking to improve children’s science learning, language development, and dietary quality. Methods: In this pilot study, we used a mixed-methods process evaluation to assess the program in five Head Start centers (n = 23 classrooms) across three rural North Carolina counties. We collected teacher data via surveys and interviews. Results: A total of 24 teachers participated in the full intervention by attending a one-day workshop, completing at least one of four core learning modules, and implementing 16 food-based science learning activities in their classrooms. Teachers were Black/African American (81.1%) and 43.56 (11.89) years old. Teachers reported varying engagement levels and high satisfaction with the program, sharing increased confidence in FBL and science integration. However, barriers such as time, technology, and the coronavirus disease (COVID-19) limited full participation. Conclusions: Our findings suggest that the program is feasible and well received in Head Start settings and has promising impacts on classroom teaching practices. The findings will guide revisions to the PEAS program. Future research evaluating the revised program using a comparison group will be explored. Full article

Background/Objectives: Overweight children and childhood obesity are growing public health concerns influenced by early-life nutrition and lifestyle. Irregular eating patterns, sedentary behaviour, and maladaptive eating behaviours significantly contribute to excess weight gain in children. This cross-sectional study comprehensively assessed physical activity, sleep, anthropometric parameters, and eating behaviours in preschool children in Split, Croatia, examining associations between eating behaviours and nutritional status indicators. Methods: A total of 429 children aged 4 to 7 years were recruited from kindergartens in Split-Dalmatia County. Parents completed a lifestyle questionnaire and the Children’s Eating Behaviour Questionnaire (CEBQ). Anthropometric measurements (weight, height, middle upper arm circumference, waist circumference) were recorded and BMI-for-age z-scores calculated. Physical activity and sleep patterns were assessed based on parental reports. Results: A total of 66% of the children had a healthy body weight, 12.6% were underweight, and 21.4% were overweight or obese. Significant sex differences were found in the CEBQ subscale “Slowness in Eating” (p = 0.04). Overweight or obese children showed a higher food responsiveness, while underweight/normal-weight children had greater emotional undereating and slowness in eating. No significant sex differences were observed regarding physical activity. Girls exhibited significantly more frequent daytime napping than boys. Conclusions: This study shows a significant prevalence of overweight and obese preschool children in Split, Croatia. The results underline the importance of promoting healthy eating behaviours and physical activity from an early age. This is the first study applying CEBQ in the Croatian population and suggests that the interventions should target diet quality and unfavourable eating behaviours to prevent future health risks. Full article

Preschool teachers’ self-efficacy is essential to improve their professional development and the quality of early childhood education. This study adapted and validated the Scale for Chinese Preschool Teachers’ Self-Efficacy (SCPTSE) based on the Ohio State Teacher Efficacy Scale (OSTES), in accordance with Bandura’s Social Cognitive Theory. Following a rigorous four-stage cross-cultural adaptation procedure, the 21-item SCPTSE was administered to 882 in-service preschool teachers from Zhejiang, Henan, and Shaanxi provinces in China (M age = 30.41, SD = 6.05). Both CTT and IRT frameworks were employed to evaluate the scale’s psychometric properties. Under CTT, the SCPTSE demonstrated high internal consistency (α = 0.980), and CFA supported a robust three-factor structure—instructional strategies, classroom management, and child engagement—with excellent model fit (RMSEA = 0.079; SRMR = 0.025; CFI = 0.953; TLI = 0.947; NFI = 0.945; IFI = 0.953; PNFI = 0.837; PGFI = 0.700). Under IRT, all three sub-scales demonstrated strong unidimensionality (H_IS = 0.812, H_CM = 0.800, H_CE = 0.818), the SCPTSE’ items demonstrate excellent discrimination capabilities(all a > 1.70), overall reasonable difficulty(b₁ < b₂ < b₃ < b₄), and balanced information distribution. Nevertheless, the relatively low-difficulty design (e.g., b₁) indicates room for improvement. Notably, cultural adaptation efforts ensured the scale’s contextual relevance to China’s preschool education system. The SCPTSE thus offers a valid, reliable, and culturally responsive tool for assessing self-efficacy of Chinese in-service preschool teachers and holds promise for informing targeted professional development and comparative international research. Full article

Pediatric food allergies (FAs) are health conditions that adversely impact the quality of life of children and their caregivers. Aim: The primary objective of the present study was to assess the quality of the diets administered to allergic children based on the Healthy Diet Index (HID-10), to determine the influence of parental knowledge about FAs and the elimination diet, and to identify the factors that contribute to healthy food choices. Material and Methods: This study was conducted as part of the “Living with an Allergy” research and educational program for preschool children, which was implemented between June 2021 and June 2023 in the city of Lublin. Results: Food allergies were diagnosed and confirmed in 241 children, including 106 boys (44%). A higher number of unhealthy dietary factors (DQI-1) was significantly associated with gender, and lower DQI values were more often noted in boys (p < 0.05). In turn, a higher number of health-promoting dietary factors (DQI-3) was significantly associated with a younger age in children (OR 1.54; 95%CI 1.17–1.74, p < 0.01) and with an older age in parents (OR 1.43; 95%CI 1.2–1.67, p < 0.05). Conclusions: Children whose diets, including the necessary modifications, were recommended by a physician or a dietitian were characterized by significantly higher DQI values and a higher number of health-promoting dietary factors. The diets of children with FAs should consist mainly of unprocessed foods to control the intake of unhealthy products that suppress immunity. Full article

The promotion of enhanced well-being among children and collaboration among families, schools, and communities is paramount and is a pressing concern in the global education sector. This necessitates that preschool teachers possess the necessary competencies for effective family-preschool partnerships (FPPs). This study explored the competencies necessary for Chinese kindergarten teachers to engage in FPP using behavioral event interviews with 30 participants. Thematic analysis identified key competency traits, and independent samples t-tests with Bonferroni correction compared collaboration competencies between outstanding and typical teachers, as well as across different career stages. Consequently, a comprehensive crisscrossing competency framework consisting of four quadrants was developed. This framework distinguishes between high-performance and general traits, as well as between stable and variable traits that may evolve across career stages. High-performance traits such as communication, expression, and relationship management should be prioritized in the training and recruitment of early childhood educators involved in FPP. In contrast, intrinsic qualities that foster successful FPP, such as child orientation, should be cultivated early and sustained throughout a teacher’s career. From a developmental perspective, this framework provides a crucial foundation for evaluating and training kindergarten teachers in the competencies essential for fostering effective FPP. Full article

Demographic growth in Kazakhstan over the past decades has had a significant impact on the entire education system, particularly at the preschool and primary levels. High birth rates have led to an increasing number of children requiring enrollment in kindergartens and first-grade classes. This often results in a shortage of available places, increased workload for teaching staff, and a decline in the quality of educational services. This paper examines the application of Business Intelligence (BI) tools and Geographic Information Systems (GIS) for forecasting potential shortages of educational places and identifying regional priorities in infrastructure development. A predictive model is presented, based on birth rate indicators and age cohorts, which enables the estimation of future demand for preschool and primary school capacity across the regions of Kazakhstan. The study highlights the urgent need for proactive planning and targeted investment to prevent critical shortages and to ensure equitable access to quality education. The findings can serve as a foundation for the development of effective public education policies and support the formulation of regional strategies that reflect current demographic trends. Full article