Quantitative study finds role-specific attitudes and beliefs shape child participation in early childhood settings, suggesting professional development should target diverse staff roles.
Children’s participation is recommended from the earliest age, namely in early childhood education (ECE). This quantitative study aimed to investigate ECE professionals’ beliefs and attitudes towards this child right. Participants were 247 ECE professionals from ECE settings in Portugal, namely 186 teachers, 31 assistants, and 30 coordinators, with ages ranging from 21 to 65 years old (M = 45.47, SD = 10.33). Exploratory findings suggested positive associations between ECE professionals’ beliefs and attitudes, their participation practices, and their modernity beliefs, as well as with professionals’ age and years of experience. Differences were found between ECE professionals’ beliefs and attitudes, as a function of their professional role. Main findings and implications, particularly the relevance of professional development initiatives, focusing on professionals’ beliefs and attitudes, are discussed.
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Correia et al. (2026) studied this question.
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