Search Results (176)

Given the increasing prevalence of autism among school-aged children, preschool classrooms need evidence-based interventions to address students’ social-communication needs. However, the complex school context presents unique challenges to maintaining a high level of intervention fidelity. We have engaged in an iterative development and testing process of professional development (PD) supports for the Advancing Social-Communication and Play (ASAP) intervention to create a PD model that supports preschool teams in their uptake and intervention fidelity. This pilot cluster randomized control trial included 12 classrooms (42 educators, 43 autistic preschoolers) and compared classrooms that received ASAP with adapted PD supports (ASAP-PD) to ASAP with materials only (ASAP-MO). The PD model supported gains in educators’ knowledge of ASAP content and reported use of ASAP procedures when compared to ASAP-MO classrooms; however, there were no group differences in fidelity of implementation during classroom observations, and implementation varied widely across classrooms. There were also no group differences in primary student outcomes, although parents in the ASAP-PD group reported significant changes in child skills from pre- to post-test. Implications for practice and future directions for research are discussed with a focus on the importance of implementation supports to address common challenges in schools. Full article

Divergent thinking is a key educational skill associated with cognitive and pre-literacy abilities. However, the limited research conducted with preschool populations makes it difficult to draw firm conclusions and to inform curriculum changes at early ages. This study aimed to (1) examine sex and school grade differences in divergent thinking at this stage, and (2) analyze the explanatory power of creative variables for preliteracy skills in second-cycle preschool students. A total of 80 children aged 3 to 5 years (M = 4.44; SD = 0.57) participated in this study. They completed an ad hoc figurative drawing test based on widely used instruments created for older age groups. More specifically, this test assessed fluency, flexibility, originality, and elaboration (Cronbach’s alpha = 0.89). Additionally, the AEI-R battery was administered to evaluate cognitive and pre-literacy skills. Multivariate analyses revealed only limited sex-related differences in divergent thinking variables, while no statistically significant differences emerged by grade level. Furthermore, hierarchical regression analysis indicated that creative elaboration offered incremental explanatory power, contributing uniquely and significantly to the variance in pre-literacy skills. Overall, these findings suggest associations between specific dimensions of divergent thinking and cognitive and pre-literacy variables in early childhood. Full article

Early childhood education increasingly explores embodied learning, yet deploying markerless motion-controlled tools in real classrooms presents unverified operational and technical challenges regarding system stability and user interaction. This study evaluates the technical feasibility, system usability, and operational viability of a markerless, Kinect-based educational game designed to support embodied interaction baseline frameworks for preschool-aged children. The platform captures full-body movement in real time across four progressively challenging spatial tasks. As an exploratory pilot study, the system was deployed in a preschool setting with nine children aged 5–6 ($n=9$). Technical performance metrics, kinematic trajectory execution data, and qualitative feedback from evaluating educators ($n=3$) were collected to establish operational baselines. Quantitative metrics demonstrated high technical accuracy and system stability across all stages: 93.1% in spatial navigation, 81.5% in postural coordination, 92.6% in obstacle avoidance, and 96.3% in guided movements, alongside low system-calculated error rates (6.87% to 3.70%). Evaluating teachers confirmed strong student engagement, low operational overhead, and high institutional acceptance for daily classroom routines. Due to the pilot nature and small sample size, direct impacts on psychomotor or computational thinking development cannot be empirically claimed. However, these findings successfully demonstrate the technical reliability and operational feasibility of deploying markerless gesture-based interfaces within authentic early education environments, establishing a validated framework for future large-scale longitudinal learning assessments. Full article

The ultimate goal of integrating artificial intelligence into education is to ensure the long-term stability, quality, and sustainability of the educational process, turning it into a tool that consistently improves teaching and learning. Yet its sustainable and responsible integration depends largely on a positive mindset and the pedagogical willingness of future teachers. This study examines the attitudes and readiness of pre-service teachers, specializing in preschool, primary, and subject-specific science education, toward AI integration, with a specific focus on sustainable science education and Green Lab concepts. A mixed-methods study was conducted on a sample of 251 students from the University of Split. Data were analyzed using exploratory factor analysis, standard and Welch ANOVA with Tukey’s HSD and Games–Howell post hoc tests, and multiple linear regression in IBM SPSS 20, and qualitative content analysis. The findings reveal perceived usefulness as a primary driver of AI acceptance across all groups. Science students demonstrated the highest levels of ethical and critical sensitivity but provided the lowest ratings for AI’s practical application in sustainable science education, expressing cautious attitudes and distinct concerns about system reliability. However, no significant difference was found between students with and without a science background in regard to AI’s potential to facilitate sustainable scientific concepts. Furthermore, behavioral analysis demonstrated that even initial, occasional exposure to AI tools significantly boosted students’ perceptions of its utility and sustainable application compared to non-users, whereas increasing the frequency of use resulted in no additional gains. The transition toward sustainable science education requires moving beyond technical literacy toward a comprehensive framework that integrates pedagogical usefulness with ethical responsibility and sustainable scientific application. Future studies should explore potential models that combine the methodological creativity of pre-service educators and teachers with the analytical rigor of science students. Ultimately, this research underscores that an educational policy must integrate digital advancements while strictly maintaining ethical standards and the essential role of human supervision. Full article

Despite the recent surge in research on the use of AI in English language learning, little attention has been paid to its role in improving phonological awareness among preschoolers. Most existing studies have focused on general literacy skills or older learners, with insufficient emphasis on early phonemic awareness and its subskills. Furthermore, there is a lack of research examining these relationships within Arab or multilingual contexts. This study investigates the impact of artificial intelligence (AI) tools on the development of English phonological awareness in kindergarten children in an Arab educational context in Jordan using a quasi-experimental design. The participants comprised 45 students divided into two groups: a control group (n = 23), consisting of 14 females and 9 males, and an experimental group (n = 22), consisting of 12 females and 10 males. All participants were physically and mentally healthy 5–6 year-old children from similar socioeconomic and cultural backgrounds. The experimental group was taught via the AI-based Starfall platform and the control group was taught via conventional teacher-oriented instruction. Both groups were given pre- and posttests, which included assessments of five phonemic awareness skills: initial sound recognition, blending, segmentation, deletion, and substitution. Descriptive statistics, including means and standard deviations, and independent-samples t-tests were calculated to determine the effect of the AI program on developing kindergarteners’ phonemic awareness compared with conventional teaching methods. The findings of the study show significant improvements in the experimental group compared with the control group. Bringing AI into the kindergarten classroom may improve literacy instruction and, in turn, early reading readiness through engaging, interactive and adaptive learning experiences. Full article

This paper addresses the call for greater integration of science, technology, engineering, and mathematics (STEM) in the context of creating a foundational focus for STEM, beginning in early childhood. The work draws on a birth-to-five developmental framework that models and connects seamlessly with the U.S. Framework for K-12 Science Education). These 3D frameworks integrate STEM across a small set of big ideas in four disciplinary areas (including engineering and technology), acquired through active engagement in science, engineering, and mathematical practices, and connected through meaningful crosscutting concepts. In addition, this project addresses the challenges and obstacles that teachers face in effective implementation by leveraging teachers’ comfort and young students’ enjoyment of storybooks as an additional level of integration, as recommended by the U.S. National Academies of Sciences, Engineering, and Medicine 2022 consensus volume on science and engineering from preschool through elementary grades. Finally, given the increase in young children in the U.S. who are learning more than one language as well as in other countries, the current study examined the instructional practices of preschool teachers during shared book reading sessions using a Spanish-English bilingual STEM storybook in an intentionally Spanish-English preschool setting. Findings support an increase in teacher use of three-dimensional (3D) STEM talk to provide information upon re-reading the storybook, regardless of the language(s) used to read. Interviews with the teachers revealed approval for the translational-equivalent structure of the bilingual storybook, and an appreciation of the STEM-embedded content format for introducing the content to these young students. This study extends findings on teacher practices and language use with a bilingual STEM-focused storybook in a bilingual preschool setting to support bilingual learners. Full article

Pre-service teachers’ (PTs) beliefs about young children’s cognitive abilities shape both their instructional practices and their developing understandings of teaching and learning. This study examined PTs’ beliefs about preschool children’s cognitive abilities, focusing on cognitive operations, conceptual change, and learning processes, in relation to emerging professional identity development. A cross-sectional comparative design was employed with a convenient sample of 241 students from Early Childhood Education Departments who completed the Childhood and Cognitive Abilities Questionnaire. The findings revealed statistically significant differences between participants with and without practicum experience, with the former reporting more sophisticated beliefs, aligned with constructivist learning approaches. However, many participants simultaneously endorsed child-centered perspectives and traditional transmission-based conceptions of teaching, indicating the coexistence of contradictory beliefs. Correlation and cluster analyses further suggested that participants’ beliefs formed broader but only partially coherent belief systems rather than consistent conceptual profiles. These findings may reflect tensions within PTs’ emerging professional identities and suggest that practicum-related experience may coincide with opportunities for reflection on and restructuring of prior beliefs, processes associated with a coherent professional identity. Overall, this study highlights the importance of teacher education programs systematically addressing misconceptions about children’s cognitive abilities, while fostering coherent, research-informed professional identities and evidence-based instructional practices in early childhood education. Full article

Positive teacher–student relationships in early childhood predict stronger academic and social–emotional outcomes, whereas conflictual or dependent relationships contribute to children’s stress and behavioral and academic difficulties. While prior research emphasizes teachers’ observable relational behaviors, fewer studies explore the internal emotional and cognitive processes that shape these relationships. This mixed-methods study examined how preschool teachers’ emotion socialization practices (i.e., emotion coaching and dismissing) and their classroom expressions of positive and negative emotions relate to their mental representations of their relationships with students. Quantitative analyses tested whether teachers’ emotional expressiveness moderated associations between their emotion socialization practices and relational representations. Complementing these analyses, qualitative narrative interviews with an independent teacher sample explored how educators described their emotional expressiveness, emotion-related practices, and perceived relationships with students. Informed by emotion socialization theory, attachment theory, and the prosocial classroom model, findings highlight the interplay of teachers’ emotional beliefs, regulation, and relational schemas in shaping classroom climate. Our integration of quantitative and qualitative insights provides a more comprehensive understanding of teachers’ emotional functioning and underscores the importance of supporting educators’ relational and emotional competencies to enhance classroom quality and student well-being. Full article

The importance of Education for Sustainability (EfS) in shaping values and fostering responsible sustainable behaviour has been acknowledged from the early years of education. Our research explores Preservice Preschool Teachers’ (PPTs) perceptions of using game-based learning (GBL) activities to teach EfS, and the impact of designing and delivering such activities on their confidence in teaching EfS. The research used qualitative methods. Data were collected from 12 university students, who developed and implemented GBL activities for preschool children on Monachus monachus. Preservice teachers participated in a group interview and filled reflective reports to describe their overall experience. A reflexive thematic analysis was performed using NVivo software. Outcomes indicate that participants appreciate GBL as an effective pedagogical approach in preschool education, given that it is appropriately and pedagogically designed. Participation, emotional engagement and understanding of complex sustainability concepts emerged as benefits from the involvement in GBL activities, both for the children and for the preservice teachers. Other benefits for the research participants concerned the development of their classroom adaptability, collaboration skills, reflection and confidence. Authentic, collaborative experiential approaches in teacher education and actual teaching opportunities can effectively empower preservice teachers’ confidence to teach about sustainability. Full article

Background/Objectives: Developmental Language Disorder (DLD) affects approximately two children in every classroom and significantly impacts literacy development and academic achievement. Given the central role of language in learning, teachers are well-positioned to identify, support, and advocate for children with DLD through referrals, interventions, and inclusive curriculum delivery. However, evidence consistently indicates that teachers lack fundamental knowledge of DLD, highlighting an urgent need for targeted professional training. This study, conducted in Cyprus, aimed to (1) explore pre-school and primary school teachers’ knowledge and views regarding DLD and (2) synthesize an evidence-based checklist of essential topics for DLD teacher training. Methods: A total of 133 teachers completed an online questionnaire addressing three research questions: teachers’ knowledge of DLD and its characteristics; their attitudes toward DLD; and their perceptions of their role in supporting children with DLD. Results: Findings aligned with international trends, showing limited confidence in supporting students with DLD despite reasonable familiarity with the label and its core features. Teachers demonstrated a broad understanding of their supportive role but acknowledged knowledge limitations and requested structured professional development. Based on these findings and existing literature, the Basic-DLD Guide was created for researchers, practitioners, and continuing education providers, to inform the development of basic trainings. Conclusions: The study’s findings and the guide can have direct clinical significance, providing an evidence-informed foundation for designing structured professional training to improve identification and support for children with DLD in educational settings. Full article

Objectives: This study aimed to examine the associations of physiological (VO₂max), morphological (body fat percentage), and behavioral factors (physical activity levels) with life satisfaction among teacher education and preschool education students, with a particular focus on self-rated health as a potential statistical mediator. Methods: The sample consisted of 228 students (95% female; mean age = 21.96 ± 4.24 years). Life satisfaction was assessed using the Satisfaction with Life Scale (SWLS), self-rated health (SRH) with a single-item measure of general health, physical activity (PA) with the IPAQ-SF questionnaire, cardiorespiratory fitness (VO₂max estimate) with the 20 m shuttle run test, and body fat percentage (BF%) with a bioelectrical impedance analyzer. Data were analyzed using hierarchical regression and mediation models with the PROCESS macro (Model 4). Results: SRH accounted for 17.2% of the variance in life satisfaction, emerging as the strongest correlate relative to physiological and morphological indicators. In the primary regression model, total PA accounted for an additional 2.3% of explained variance, whereas in a secondary parallel model, moderate PA accounted for 2.2%. Vigorous PA was not a significant correlate. Mediation analyses indicated that VO₂max was not directly associated with life satisfaction but showed a statistically significant indirect association through SRH. No significant indirect associations were found for BF%, individual activity intensities, or total PA. Conclusions: The results highlight the relevance of perceptual and behavioral health indicators in understanding the relationships among PA, physical fitness, and psychological well-being in this student population. The findings provide preliminary insight into how multiple health-related dimensions may relate to life satisfaction, underscoring the need for longitudinal research before more confident interpretations of practical relevance can be made. Full article

Background/Objectives: Western societies introduce school-based or school-linked programs in order to improve the physical health status of students and prevent the negative impact of the late diagnosis of a series of diseases and conditions. Preschool visual acuity (VA) screening represents an established school-based approach aimed at the early detection of amblyopia risk factors and vision-related learning difficulties. In this study, we report the methods and outcomes of the first officially organized kindergarten-based VA screening program in Greece, implemented using the Democritus Digital Visual Acuity Test (DDiVAT) screening suite and involving trained educators as part of the screening workflow. The present analysis focuses on the operational performance and screening outcomes within this defined setting. Methods: This study was a kindergarten-based screening. Each kindergarten was equipped with the DDiVAT screening framework, which consisted of a 32-inch, 4K, Android Smart TV with the DDiVAT application preinstalled, a site-license granting access to the secure DDiVAT database, and two vouchers for teachers to participate in the official lifelong DDiVAT training program. Results: From 2476 enrolled students, 207 (8.36%) were referred due to suboptimal presenting VA in one or both eyes. Average VA ranged from logMAR 0.11 to 0.07, which is consistent with former reports. Conclusions: No major technical difficulties were encountered, suggesting that DDiVAT may represent a feasible digital approach for preschool VA screening in real-world educational settings. Full article

This study presents the development, validation, and standardization of the QVA-I, a brief instrument designed to assess teachers’ perceived self-efficacy across four interrelated dimensions: the perceived effectiveness of their educational institution, the ability to design and implement inclusive teaching strategies, the quality of classroom relationships (particularly in the context of students with special educational needs), and the perceived relevance and application of their academic and professional training. Rooted in an ecological and community-oriented framework, the QVA-I conceptualizes teachers as active agents of transformation within their institutions and the broader community. A total of 718 teachers from preschool, primary, and lower secondary schools in Italy participated in the study. The psychometric analyses (including EFA and CFA) confirmed the instrument’s structural validity and internal consistency (α = 0.91), supporting a four-factor model aligned with theoretical expectations. The QVA-I offers a reliable and concise tool for research and intervention, particularly in contexts aiming to promote inclusive education, systemic collaboration, and school–community partnerships Full article

Positive relationships with teachers in early childhood are important for many areas of child development and achievement. This article aims to explore the links between teacher–child relationships and children’s executive functions. The study was conducted in one preschool, with a sample of 99 children aged 2 to 6 years. Six teachers assessed the quality of their relationships with the children using the Student–Teacher Relationship Scale (STRS) and the children’s executive functions using the Childhood Executive Functioning Inventory (CHEXI). The results of the study show that the quality of the teacher–child relationship is closely related to the teacher’s perception of the child’s executive function difficulties: a closer, less conflictual relationship is associated with fewer working memory and inhibition difficulties, while a conflictual relationship is associated with greater difficulties in the child’s executive functions. There is no statistically significant difference between boys and girls in terms of the relationship with the teacher and the expression of children’s executive functions, and in both groups, the quality of the relationship with the teacher can predict the child’s executive functions. Age is statistically significant in only one relationship parameter: older children are perceived as closer to the teacher and more likely to seek help. The data obtained from the study encourage further research and add to the growing body of evidence demonstrating the importance of teacher interaction for children’s development and education. Full article

Background/Objectives: In this study, we aimed to validate and psychometrically evaluate a tool for examining sleep disorders in Polish children. Methods: This study involved a randomly selected sample of 348 children aged 6 to 15 years, sourced from preschools, primary schools, and secondary schools in a city with a population exceeding 100,000, in addition to two smaller towns in Poland. Parents were asked to complete the Sleep Disorders Scale for Children (SDSC) in conjunction with a sociodemographic survey. The tool’s reliability was assessed using Cronbach’s alpha (α), and correlations among various domains were evaluated using Spearman’s rank correlation coefficient (Rs). Results: The study demonstrated excellent internal consistency for the SDSC, with a Cronbach’s α value of 0.9. The individual subscales also exhibited acceptable reliability values, ranging from 0.69 to 0.83. Considering T-scores over 70 as indicative of a problem, we identified at least one sleep disorder in 65 participants (18.68%). The most common issues included sleep hyperhidrosis (SHY; 7.47%), disorders of excessive somnolence (DOES; 7.18%), and sleep–wake transition disorders (SWTDs; 5.75%). Students in secondary education were more likely to experience disorders of initiating and maintaining sleep (DIMS), disorders of arousal (DA), and DOES. Conclusions: Based on our findings, the Polish version of the SDSC may be considered a reliable and effective tool for assessing sleep disturbances in school-age children and adolescents. Full article