Everyday environments and activities of children and teachers in

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Creator/Principal investigator(s)

Madeleine Sjöman - Jönköping University, Högskolan för Lärande och kommunikation orcid

Description

How preschool teachers and children spend their time in preschool is important for children's engagement and learning. The study aims to give a broad description of how often children and staff spend time in different types of activities, interactions, and environments. Systematic momentary observations of individual children and teachers/staff were conducted continuously during a full day in 78 preschool units (mainly for children 3-5 years) during the autumn term. The observations resulted in frequency data for different types of activities for children and teachers. Frequency data were summarized at the unit level, and percentage distributions of activities were calculated.

Results showed that free play indoors was the main activity setting, followed by free play outdoors. Children interacted as much with other children as with teachers. The focus was dominated by non-pretend play, construction, art and music, followed by pretend play and academic contents. Child engagement was significantly higher in free play indoors compared to outdoors. Teachers engaged in varied tasks, but their centr

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Subject area

EDUCATION, PSYCHOLOGY (CESSDA Topic Classification)
Social Sciences (The Swedish standard of fields of research 2011)

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Responsible department/unit

Jönköping University, Högskolan för Lärande och kommunikation

Creator/Principal investigator(s)

Madeleine Sjöman - Jönköping University, Högskolan för Lärande och kommunikation orcid

Identifiers

SND-ID: SND 1144

Description

How preschool teachers and children spend their time in preschool is important for children's engagement and learning. The study aims to give a broad description of how often children and staff spend time in different types of activities, interactions, and environments. Systematic momentary observations of individual children and teachers/staff were conducted continuously during a full day in 78 preschool units (mainly for children 3-5 years) during the autumn term. The observations resulted in frequency data for different types of activities for children and teachers. Frequency data were summarized at the unit level, and percentage distributions of activities were calculated.

Results showed that free play indoors was the main activity setting, followed by free play outdoors. Children interacted as much with other children as with teachers. The focus was dominated by non-pretend play, construction, art and music, followed by pretend play and academic contents. Child engagement was significantly higher in free play indoors compared to outdoors. Teachers engaged in varied tasks, but their centr

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Language

English

Time period(s) investigated

2014-09 — 2014-12

2015-09 — 2015-12

Geographic spread

Geographic location: Sweden

Geographic description: South-east and central east region of Sweden

Lowest geographic unit

Municipality

Highest geographic unit

Country

Population

Swedish preschool units

Time Method

Sampling procedure

Non-probability

Ethics Review

Linköping — Ref. 2014/479-31

Linköping — Ref. 2012/199-31

Subject area

EDUCATION, PSYCHOLOGY (CESSDA Topic Classification)
Social Sciences (The Swedish standard of fields of research 2011)

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Publications

Granlund, M., Almqvist, L., Gustafsson, P. A., Gustafsson, B. M., Golsäter, M., Prozchowska, M., & Sjöman, M. (2015). Tidig upptäckt - Tidig Insats: slutrapport [Early detection - early intervention: final report]. Retrieved from: http://ju.se/download/18.7d241c5015334a41afbaaf9/1456998747634/TUTI+Rapport+till+Socialstyrelsen.pdf. Jönköping University/CHILD

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Version 1.0

How children and teachers spend their time in preschool: systematic child and teacher observations in 78 Swedish preschool units

Suggested citation

Frida Åström, Madeleine Sjöman. Jönköping University, Högskolan för Lärande och kommunikation (2020). <em>How children and teachers spend their time in preschool: systematic child and teacher observations in 78 Swedish preschool units</em>. Swedish National Data Service. Version 1.0. <a href="https://doi.org/10.5878/8rsx-5w70">https://doi.org/10.5878/8rsx-5w70</a>

Creator/Principal investigator(s)

Madeleine Sjöman - Jönköping University, Högskolan för Lärande och kommunikation orcid

Description

Data was collected with systematic observations with the help of manual-based instruments Child Observation in Preschool (COP) and Teacher Observation in Preschool (TOP). The observations consists of snapshots of individual children/teachers across a preschool day. Several aspects of the individual's current activity are coded. Individual data was aggregated to preschool unit level, and proportions for different activity aspects were calculated. Aggregated frequency and proportionate data are av

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Data format / data structure

Numeric

Data collection

Mode of collection: Observation

Time period(s) for data collection: 2014-09 — 2014-12

Source of the data: Events/Interactions

Mode of collection: Observation

Time period(s) for data collection: 2015-09 — 2015-12

Source of the data: Events/Interactions

Time period(s) investigated

2014-09 — 2014-12

2015-09 — 2015-12

Variables

415

Number of individuals/objects

78

Published: 2020-03-05
Last updated: 2020-04-09