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A Snapshot of Time Allocation and Influencing Factors in U.S. Early Childhood Education.

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Title: A Snapshot of Time Allocation and Influencing Factors in U.S. Early Childhood Education.
Authors: Yang, Hyunwoo1 (AUTHOR) hwyang@cuhk.edu.hk, Park, Somin2 (AUTHOR), Chau, Lilian2 (AUTHOR)
Source: Early Childhood Education Journal. Mar2026, Vol. 54 Issue 3, p1395-1407. 13p.
Subject Terms: *Early childhood education, *Classroom activities, *Class size, *Teacher education, *Teacher training, *Time management, Screen time
Geographic Terms: United States
Abstract: High-quality early childhood education is critical to young children's development. Children participate in diverse classroom activities, and examining how their time is allocated can provide important insights into the quality of early childhood education (ECE). This study analyzed classroom activity time allocation in early childhood education across U.S. center-based and home-based childcare settings using data from the 2019 National Survey of Early Care and Education. Five activities were examined: whole-group, small-group, one-on-one instruction, child-directed activities, and screen time. The survey sample included 6,333 teachers, primarily female, with diverse racial/ethnic backgrounds. Results revealed that whole-group instruction remains common, high-quality practices match whole-group time, and screen time is higher in home-based settings. Factors including teacher education, professional development, child-centered beliefs, and class size are significantly related to time allocation. Policy and practical implications are discussed. [ABSTRACT FROM AUTHOR]
Copyright of Early Childhood Education Journal is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: <searchLink fieldCode="JN" term="%22Early+Childhood+Education+Journal%22">Early Childhood Education Journal</searchLink>. Mar2026, Vol. 54 Issue 3, p1395-1407. 13p.
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  Data: *<searchLink fieldCode="DE" term="%22Early+childhood+education%22">Early childhood education</searchLink><br />*<searchLink fieldCode="DE" term="%22Classroom+activities%22">Classroom activities</searchLink><br />*<searchLink fieldCode="DE" term="%22Class+size%22">Class size</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+education%22">Teacher education</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+training%22">Teacher training</searchLink><br />*<searchLink fieldCode="DE" term="%22Time+management%22">Time management</searchLink><br /><searchLink fieldCode="DE" term="%22Screen+time%22">Screen time</searchLink>
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  Data: High-quality early childhood education is critical to young children's development. Children participate in diverse classroom activities, and examining how their time is allocated can provide important insights into the quality of early childhood education (ECE). This study analyzed classroom activity time allocation in early childhood education across U.S. center-based and home-based childcare settings using data from the 2019 National Survey of Early Care and Education. Five activities were examined: whole-group, small-group, one-on-one instruction, child-directed activities, and screen time. The survey sample included 6,333 teachers, primarily female, with diverse racial/ethnic backgrounds. Results revealed that whole-group instruction remains common, high-quality practices match whole-group time, and screen time is higher in home-based settings. Factors including teacher education, professional development, child-centered beliefs, and class size are significantly related to time allocation. Policy and practical implications are discussed. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Early Childhood Education Journal is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=192685759
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        Value: 10.1007/s10643-025-01938-3
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        Text: English
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      – SubjectFull: Class size
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      – SubjectFull: Teacher education
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      – SubjectFull: Time management
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            NameFull: Yang, Hyunwoo
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            NameFull: Park, Somin
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              Text: Mar2026
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