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Impact of Educational Habits on the Learning of 3–6 Year Old Children from the Perspective of Early Childhood Education Teachers

Author

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  • Miguel Pérez-Ferra

    (Department of Pedagogy, University of Jaén, Campus las Lagunillas s/n, 23071 Jaén, Spain)

  • Rocío Quijano-López

    (Department of Science Didactics, University of Jaén, Campus las Lagunillas s/n, 23071 Jaén, Spain)

  • Inmaculada García-Martínez

    (Department of Pedagogy, University of Jaén, Campus las Lagunillas s/n, 23071 Jaén, Spain)

Abstract

Although early childhood education is crucial for development, it is considered less important than other educational stages. For this reason, we sought to understand teachers’ perceptions about the effects of educational habits on 3–6 year old children’s learning, in addition to their engagement and level of commitment to make families assume greater responsibility over their children’s acquisition of habits. Further, differences of opinion were examined according to age, teaching experience, and years of experience at the center. The instrument consisted of twenty variables and four dimensions: working habits and effort, environmental factors and personal hygiene, healthy diets, and collaboration and cooperation. The instrument was sent out via email. Non-probability convenience sampling was performed (n = 320). The methodology used a descriptive and cross-sectional study, incorporating correlational (Pearson correlation) and inferential analyses. Statistics included one-way ANOVA, statistical power, effect size, and Scheffé’s test for multiple comparisons. Educational habits were deemed to have a positive impact, which favored studying. Effects were accentuated in relation to hard work and effort towards learning, with these outcomes being associated with other measured variables. Teachers aged between 34 and 40 years old showed greater commitment and attributed more importance to these habits. Teachers who had been at the school for longer evaluated environmental and hygiene habits more positively.

Suggested Citation

  • Miguel Pérez-Ferra & Rocío Quijano-López & Inmaculada García-Martínez, 2020. "Impact of Educational Habits on the Learning of 3–6 Year Old Children from the Perspective of Early Childhood Education Teachers," Sustainability, MDPI, vol. 12(11), pages 1-16, May.
    • Handle: RePEc:gam:jsusta:v:12:y:2020:i:11:p:4388-:d:363623
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    References listed on IDEAS

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    1. Jones, D.E. & Greenberg, M. & Crowley, M., 2015. "Early social-emotional functioning and public health: The relationship between kindergarten social competence and future wellness," American Journal of Public Health, American Public Health Association, vol. 105(11), pages 2283-2290.
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    1. Elena Escolano-Pérez, 2020. "Intra- and Inter-Group Differences in the Cognitive Skills of Toddler Twins with Birth Weight Discordance: The Need to Enhance Their Future from Early Education," Sustainability, MDPI, vol. 12(24), pages 1-29, December.
    2. Dua’ Ghosheh Wahbeh & Eman A. Najjar & Adel F. Sartawi & Maysa Abuzant & Wajeeh Daher, 2021. "The Role of Project-Based Language Learning in Developing Students’ Life Skills," Sustainability, MDPI, vol. 13(12), pages 1-14, June.

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