Patterns of observed child participation and proximity to a small group including teachers in Swedish preschool free play
The participation of all children in preschool activities is the main outcome of inclusive Early Childhood Education and Care (ECEC). The current study used the Child Observation in Preschool (COP) to explore the observed participation patterns in the free play of a sample of 3–5-year-old Swedish pr...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2022-09-01
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| Series: | Frontiers in Education |
| Subjects: | |
| Online Access: | https://www.frontiersin.org/articles/10.3389/feduc.2022.982837/full |
| _version_ | 1798002882653454336 |
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| author | Frida Åström Frida Åström Lena Almqvist Lena Almqvist Lena Almqvist |
| author_facet | Frida Åström Frida Åström Lena Almqvist Lena Almqvist Lena Almqvist |
| author_sort | Frida Åström |
| collection | DOAJ |
| description | The participation of all children in preschool activities is the main outcome of inclusive Early Childhood Education and Care (ECEC). The current study used the Child Observation in Preschool (COP) to explore the observed participation patterns in the free play of a sample of 3–5-year-old Swedish preschool children (N = 453), and to examine the characteristics of the resulting clusters in terms of child and preschool unit characteristics. Based on a series of hierarchical and K-means cluster analyses, we identified eight distinct and meaningful clusters that could be ranked from very high to very low observed participation. Four of the clusters indicated average-to-very high observed participation. Two clusters indicated low-to-very low observed participation. The cluster displaying low observed participation had high proximity to a small group including teachers. On average, children in this cluster came from preschool units with significantly more second language learners. The cluster displaying a very low observed participation had low proximity to a small group including teachers. On average, children in this cluster were significantly more often second language learners, and the children came from units with a significantly higher number of resource staff. No significant differences appeared in the number of children with special educational needs across the clusters, although tendencies emerged. The results imply that the children in this sample had a varied degree of observed participation. Two clusters of children appeared to have difficulties in participating in free play activities where second language learners and children from preschool units with more second language learners were more common. Preschool teachers need to identify children who participate less in preschool activities and who might benefit from more teacher proximity. Teachers also need to reflect on how their proximity impacts the participation of children differently and on the type of support they provide when being close to the children. |
| first_indexed | 2024-04-11T11:59:16Z |
| format | Article |
| id | doaj.art-1387c7713cbe42a9a34f6faede2ba485 |
| institution | Directory Open Access Journal |
| issn | 2504-284X |
| language | English |
| last_indexed | 2024-04-11T11:59:16Z |
| publishDate | 2022-09-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Education |
| spelling | doaj.art-1387c7713cbe42a9a34f6faede2ba4852022-12-22T04:24:54ZengFrontiers Media S.A.Frontiers in Education2504-284X2022-09-01710.3389/feduc.2022.982837982837Patterns of observed child participation and proximity to a small group including teachers in Swedish preschool free playFrida Åström0Frida Åström1Lena Almqvist2Lena Almqvist3Lena Almqvist4CHILD Research Group, Jönköping University, Jönköping, SwedenSchool of Education and Communication, Jönköping University, Jönköping, SwedenCHILD Research Group, Jönköping University, Jönköping, SwedenSchool of Education and Communication, Jönköping University, Jönköping, SwedenSchool of Health, Care, and Social Welfare, Mälardalen University, Västerås, SwedenThe participation of all children in preschool activities is the main outcome of inclusive Early Childhood Education and Care (ECEC). The current study used the Child Observation in Preschool (COP) to explore the observed participation patterns in the free play of a sample of 3–5-year-old Swedish preschool children (N = 453), and to examine the characteristics of the resulting clusters in terms of child and preschool unit characteristics. Based on a series of hierarchical and K-means cluster analyses, we identified eight distinct and meaningful clusters that could be ranked from very high to very low observed participation. Four of the clusters indicated average-to-very high observed participation. Two clusters indicated low-to-very low observed participation. The cluster displaying low observed participation had high proximity to a small group including teachers. On average, children in this cluster came from preschool units with significantly more second language learners. The cluster displaying a very low observed participation had low proximity to a small group including teachers. On average, children in this cluster were significantly more often second language learners, and the children came from units with a significantly higher number of resource staff. No significant differences appeared in the number of children with special educational needs across the clusters, although tendencies emerged. The results imply that the children in this sample had a varied degree of observed participation. Two clusters of children appeared to have difficulties in participating in free play activities where second language learners and children from preschool units with more second language learners were more common. Preschool teachers need to identify children who participate less in preschool activities and who might benefit from more teacher proximity. Teachers also need to reflect on how their proximity impacts the participation of children differently and on the type of support they provide when being close to the children.https://www.frontiersin.org/articles/10.3389/feduc.2022.982837/fullpreschoolparticipationinclusionengagementfree playspecial needs |
| spellingShingle | Frida Åström Frida Åström Lena Almqvist Lena Almqvist Lena Almqvist Patterns of observed child participation and proximity to a small group including teachers in Swedish preschool free play Frontiers in Education preschool participation inclusion engagement free play special needs |
| title | Patterns of observed child participation and proximity to a small group including teachers in Swedish preschool free play |
| title_full | Patterns of observed child participation and proximity to a small group including teachers in Swedish preschool free play |
| title_fullStr | Patterns of observed child participation and proximity to a small group including teachers in Swedish preschool free play |
| title_full_unstemmed | Patterns of observed child participation and proximity to a small group including teachers in Swedish preschool free play |
| title_short | Patterns of observed child participation and proximity to a small group including teachers in Swedish preschool free play |
| title_sort | patterns of observed child participation and proximity to a small group including teachers in swedish preschool free play |
| topic | preschool participation inclusion engagement free play special needs |
| url | https://www.frontiersin.org/articles/10.3389/feduc.2022.982837/full |
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