Four- to six-year-old children’s experiences of participating in different physical environments and activities in early childhood education and care institutions in Norway

Sivertsen, Anne Holla; Moe, Børge

doi:10.1080/03004279.2021.1914703

Cited by 2 publications

(1 citation statement)

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“…For instance, other aspects may be considered when assessing children's perceptions of participation (e.g., does the ECE teacher decide what you should do, can you choose not to participate, can you decide where to play/go? ), to allow a broader understanding of children's experiences of participation (e.g., considering different levels of participation) and how they can impact children's development (Sivertsen & Moe, 2022).…”

Section: Observed Process Quality Children's Perceptions Of Participa...mentioning

confidence: 99%

Does Participation Benefit Children’s Socio-Emotional Development? Positive Associations Between Children’s Participation and Self-Concept, Through Children’s Perceptions

Correia,

Carvalho,

Aguiar

2023

Early Education and Development

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Participation, a fundamental right of all children, is described as an indicator of early childhood education (ECE) settings' quality, and as an investment in children's development and well-being. Teachers and children influence each other, within interactions that shape participatory processes. In this study, we examined associations between ECE teachers' participation practices (i.e., both self-reported and observed), observed teacher-child interactions, and children's socio-emotional outcomes (i.e., selfconcept and social skills), mediated by children's perceptions of their own participation.Participated in this study 336 children (163 boys), aged between 42 and 76 months (M = 60.14, SD = 7.86), from 58 ECE classrooms in the Lisbon area, Portugal, and their lead teachers. Our findings suggest positive associations between observed participation practices and children's self-concept, mediated by children's perceptions of participation.To our knowledge, this study represents the first empirical attempt to address the mechanisms by which participation practices are associated with children's developmental outcomes, valuing children's subjective experiences of participation, and accounting for different informants and levels of analysis. The main findings and study implications for research, practice, and policymaking are discussed.

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Section: Observed Process Quality Children's Perceptions Of Participa...mentioning

confidence: 99%

Does Participation Benefit Children’s Socio-Emotional Development? Positive Associations Between Children’s Participation and Self-Concept, Through Children’s Perceptions

Correia,

Carvalho,

Aguiar

2023

Early Education and Development

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show abstract

How can physical environment support children play – Evidence from pre-primary educators and parents

Shala,

Buza

2024

Journal of Adventure Education and Outdoor Learning

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Four- to six-year-old children’s experiences of participating in different physical environments and activities in early childhood education and care institutions in Norway

Abstract: 2021): Four-to six-year-old children's experiences of participating in different physical environments and activities in early childhood education and care institutions in Norway, Education 3-13,

Cited by 2 publications

References 31 publications

Does Participation Benefit Children’s Socio-Emotional Development? Positive Associations Between Children’s Participation and Self-Concept, Through Children’s Perceptions

Does Participation Benefit Children’s Socio-Emotional Development? Positive Associations Between Children’s Participation and Self-Concept, Through Children’s Perceptions

How can physical environment support children play – Evidence from pre-primary educators and parents

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