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<p>High-quality early childhood education and care is widely recognized as a powerful lever for promoting children’s development, reducing inequalities, and supporting school readiness, especially among children from vulnerable backgrounds. However, recent international and national data reveal growing concerns about children’s early disaffection—a multidimensional construct encompassing behavioral, emotional, and cognitive withdrawal from learning. While most research on disaffection has focused on secondary school students, emerging evidence suggests that disaffection begins as early as the preschool years, with potentially long-term consequences. The present study examines the relationship between preschoolers’ disaffection and the quality of early childhood education and care programs in Greece. Data was collected from four public kindergartens and childcare centers in the region of Ioannina. ECEC quality was assessed using two rating scales: the ECERS-R (Early Childhood Environment Rating Scale – Revised) and ECERS-E (Extension focusing on literacy, numeracy, science, and diversity). Children’s disaffection was measured with the Early Childhood Disaffection Scale (ECDS), which assesses behavioral, emotional, and cognitive indices of disaffection. Findings highlight that disaffection is evident among preschoolers, and it manifests primarily through cognitive and behavioral withdrawal. Statistical analyses revealed significant associations between higher ECEC quality and lower levels of disaffection, particularly in behavioral and cognitive domains. Process quality indicators, such as emotional support, well-structured activities, and teacher–child interactions, emerged as key protective factors. Conversely, emotional disaffection appeared less responsive to classroom quality, possibly reflecting broader developmental or familial influences. The study underscores the urgent need to integrate disaffection monitoring into early education practice and to prioritize investment in high-quality, emotionally responsive preschool environments. Addressing disaffection in the early years is essential for fostering sustained engagement, equity, and academic success across the lifespan.</p>

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Greek Preschool Children’s Disaffection and its Relation to the Quality of Early Childhood Education and Care

  • 期刊论文

  • 发表日期：

    2025年11月5日

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  • Konstantina Rentzou,
  • Efthymia Tsiara Tsiara,
  • Daniel Barranco

摘要

High-quality early childhood education and care is widely recognized as a powerful lever for promoting children’s development, reducing inequalities, and supporting school readiness, especially among children from vulnerable backgrounds. However, recent international and national data reveal growing concerns about children’s early disaffection—a multidimensional construct encompassing behavioral, emotional, and cognitive withdrawal from learning. While most research on disaffection has focused on secondary school students, emerging evidence suggests that disaffection begins as early as the preschool years, with potentially long-term consequences. The present study examines the relationship between preschoolers’ disaffection and the quality of early childhood education and care programs in Greece. Data was collected from four public kindergartens and childcare centers in the region of Ioannina. ECEC quality was assessed using two rating scales: the ECERS-R (Early Childhood Environment Rating Scale – Revised) and ECERS-E (Extension focusing on literacy, numeracy, science, and diversity). Children’s disaffection was measured with the Early Childhood Disaffection Scale (ECDS), which assesses behavioral, emotional, and cognitive indices of disaffection. Findings highlight that disaffection is evident among preschoolers, and it manifests primarily through cognitive and behavioral withdrawal. Statistical analyses revealed significant associations between higher ECEC quality and lower levels of disaffection, particularly in behavioral and cognitive domains. Process quality indicators, such as emotional support, well-structured activities, and teacher–child interactions, emerged as key protective factors. Conversely, emotional disaffection appeared less responsive to classroom quality, possibly reflecting broader developmental or familial influences. The study underscores the urgent need to integrate disaffection monitoring into early education practice and to prioritize investment in high-quality, emotionally responsive preschool environments. Addressing disaffection in the early years is essential for fostering sustained engagement, equity, and academic success across the lifespan.