Early Childhood Administrator Perspectives About Preschool Inclusion: A Qualitative Interview Study

Steed, Elizabeth A.; Strain, Phil; Rausch, Alissa; Hodges, Abby; Bold, Ellie

doi:10.1007/s10643-023-01448-0

Cited by 3 publications

(1 citation statement)

References 37 publications

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“…Administrators had to be serving in a leading role in a group-based school or educational setting serving children ages 3-5 years old. 18 To be eligible, parents had to have a child between the ages of 3 and 5 years currently enrolled in a group-based school or educational setting.…”

Section: Methods Recruitment and Participantsmentioning

confidence: 99%

Where does physical activity fit into preschool postpandemic? A qualitative exploration with parents, teachers and administrators

Zulauf-McCurdy,

Tessema,

Tang

et al. 2024

BMJ Open

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ObjectivesDuring the preschool years, children depend on adult caregivers to provide opportunities for physical activity (PA). Research has focused on measuring PA in preschool, as well as barriers and facilitators to children’s PA but caregiver perceptions remain largely unknown especially in light of the COVID-19 pandemic. This study aims to understand the value of PA in preschool following the pandemic from three types of adult caregivers, parents of a young child (n=7), preschool teachers (n=7) and preschool administrators (n=7).MethodsIn-depth qualitative interviews were conducted to explore the following research questions: (a) how do caregivers describe the importance of PA in preschool postpandemic? (b) how do caregivers support and prioritise PA in preschool postpandemic and what challenges do they face in doing so? and (c) how do caregivers interact with one another to promote PA? Qualitative answers were coded using a codebook developed to answer the research questions of interest.ResultsParents, teachers and administrators all described valuing PA for preschoolers, but each caregiver type described a different way of promoting it. All the caregivers listed barriers that inhibit their ability to prioritise and promote PA, some heightened postpandemic. Lastly, there were limited caregiver interactions when it came to promoting PA, with the burden largely falling on teachers.ConclusionOur findings indicate that one particularly important area for intervention is supporting parents, teachers and preschool administrators in creating a shared understanding of the importance of PA for young children and ways to collaborate to promote it.

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Section: Methods Recruitment and Participantsmentioning

confidence: 99%