Peer-reviewed article
Patterns of observed child participation and proximity to a small group including teachers in Swedish preschool free play
Frida Åström, Lena Almqvist ·
Summary
Written by AI, not yet AICS's view · claude-haiku-4-5-20251001This study examined how 453 Swedish preschool children aged 3-5 years participated in free play activities using observation methods. The researchers identified eight distinct groups of children with varying levels of participation, ranging from very high to very low. Children who were second language learners or from classrooms with more second language learners showed lower participation rates. Teachers need to pay attention to children who participate less and think carefully about how their presence affects different children's involvement in activities.
Key points
- Eight distinct clusters of children were identified based on observed participation patterns in free play, ranging from very high to very low participation
- Children with low observed participation but high proximity to teachers were more likely to be second language learners or from units with more second language learners
- Children with very low participation and low proximity to teachers were significantly more often second language learners themselves
- No significant differences were found in the number of children with special educational needs across the clusters, though some tendencies emerged
- Teachers need to identify children participating less and reflect on how their proximity and type of support affects different children's participation
Limitations
This is an observational study without intervention or comparison groups, so it cannot establish causal relationships or explain why certain children participate less. The study is limited to Swedish preschools and may not reflect patterns in other educational systems or cultures.
Abstract
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.