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Environment Mediates the Relationship Between Preschoolers Functioning and Involvement in Out-of-School Activities.
Sofia Guichard1, Vera Coelho1,2, Catarina Grande1
1Center for Psychology at University of Porto, Faculty of Psychology and Education Sciences, University of Porto, Portugal.
OTJR : Occupation, Participation and Health
|April 6, 2022
Summary
Environmental barriers significantly impact preschool children
Area of Science:
- Child development
- Environmental psychology
- Rehabilitation science
Background:
- Preschool children's participation in out-of-school activities is crucial for development.
- Environmental factors can pose barriers to participation, especially for children with disabilities.
- Understanding these associations is key for inclusive practices.
Purpose of the Study:
- To examine the relationship between child functioning, environmental barriers, and participation in home and community activities.
- To investigate if environmental barriers mediate the link between child functioning and activity involvement.
- To support the biopsychosocial model of participation.
Main Methods:
- Survey data collected from parents of 116 preschool children (42 with disabilities).
- Child functioning assessed by preschool teachers.
- Statistical analyses included multiple linear regressions and mediation analysis.
Main Results:
- Significant associations found between child functioning, perceived environmental barriers, and activity involvement.
- Environmental barriers were found to mediate the relationship between child functioning and participation.
- These findings held true for both home and community settings.
Conclusions:
- Child functioning and environmental barriers are key factors influencing preschool children's participation.
- Intervention strategies should focus on modifying environmental features to enhance involvement.
- The study supports a holistic, biopsychosocial approach to understanding child participation.
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