ABSTRACT

Children’s well-being in early childhood education and care (ECEC) is associated with their participation in both planning and assessing ECEC activities. The aim of the study presented here was therefore to explore children’s experiences of participating in different physical environments and activities in ECEC institutions. Quantitative data were collected from structured conversations with 3693 4–6-year-old children using the Norwegian ECEC Well-Being Monitor from 2014 to 2019. Among the results, children’s experiences of participating in ECEC activities were diverse and depended upon the physical environment, although most children experienced higher degrees of participation when outdoors instead of indoors. Furthermore, going hiking and circle time are activities the majority of children have to attend, even if they do not want to. Increased awareness about how children experience opportunities for participating in ECEC activities is important for ECEC institutions and may influence pedagogical thinking and planning in different environments and activities.

摘要

儿童在幼儿教育和护理 (ECEC) 中的福祉与他们参与规划和评估 ECEC 活动有关。因此，这里介绍的研究的目的是探索儿童在 ECEC 机构中参与不同物理环境和活动的经历。在 2014 年至 2019 年期间，使用挪威 ECEC 健康监测器从与 3693 名 4-6 岁儿童的结构化对话中收集了定量数据。在结果中，儿童参与 ECEC 活动的经历是多种多样的，并且取决于物理环境，尽管大多数孩子在户外而不是在室内时经历了更高程度的参与。此外，远足和转圈时间是大多数孩子必须参加的活动，即使他们不想参加。