Απόψεις παιδιών προσχολικής ηλικίας για το αίσθημα του ανήκειν και την απεμπλοκή τους από την εκπαιδευτική διαδικασία

Abstract

This study investigates preschool children’s perspectives on their sense of belonging and their experiences of disaffection (withdrawal) from learning, highlighting how these factors interact to influence engagement in early education. The work is framed within classical and modern theories of human social needs, such as Aristotle’s notion of humans as inherently social beings and Maslow’s hierarchy of needs, which places belonging as a prerequisite for self-actualization. It also builds on contemporary research on early childhood education quality (e.g., Rentzou, 2013, 2018), emphasizing that a warm, inclusive classroom climate promotes children’s well-being and academic identity formation.  Belongingness is defined as the perception of being an accepted and valued member of a group, associated with safety, emotional connection, and shared identity. In educational settings, a strong sense of belonging has been shown to enhance motivation, participation, and persistence, while its absence can lead to social isolation, low academic self-concept, and increased risk of disengagement and eventual school dropout.
The study sought to explore the link between emotional disaffection and children’s perceived belonging in preschool contexts. Specifically, it examined: (a) the emotional expressions displayed by disaffected children and their frequency, (b) children’s self-perceptions, relationships with peers and educators, and sense of belonging, and (c) whether these factors differed by age. Two hypotheses guided the research: that disaffection would be negatively correlated with belonging, and that children with stronger belonging would show higher participation and fewer emotional withdrawal indicators.
The research was conducted between 2022 and 2024 across four public preschools and daycare centers in Ioannina, Greece, using convenience sampling. The first phase mapped children’s disaffection with the help of teachers to identify those for focused observation. The final sample consisted of 22 children (15 boys, 7 girls) aged 3–5 years. Data collection combined structured classroom observations using the Preschool Children’s Disaffection Scale (57 items across behavioral, emotional, and cognitive subscales rated on a 5-point Likert scale) and semi-structured individual interviews. Observations were conducted by two trained researchers to ensure reliability, and each child was observed twice. Interviews consisted of 12 open-ended questions about school experiences, participation, friendships, and relationships with teachers. Quantitative findings revealed that disaffection indicators were present “some of the time” during the daily schedule. The most frequent expressions were low self-efficacy and difficulty regulating emotions, while hopelessness and self-blame were least common. Age differences emerged: three-year-olds displayed more externalized reactions (whining, anger, social withdrawal), whereas four- and five-year-olds showed more internalized responses such as low confidence and emotional self-regulation challenges. Interview data provided a nuanced view of children’s experiences. Although most children reported liking school—primarily for play opportunities, peer contact, and recess—some expressed negative or mixed feelings, citing fatigue, peer conflicts, preference for home, or lack of interest in repeated activities. Participation in teacher-led activities was inconsistent, with many children admitting distraction, daydreaming, or seeking autonomous play. Children linked friendship with feelings of safety and happiness, which seemed to buffer against disaffection, whereas those with few or no friends reported loneliness or exclusion, both risk factors for withdrawal.
This study highlights that disaffection in preschool is a multifaceted phenomenon shaped by emotional, behavioral, and cognitive components and closely tied to children’s sense of belonging. A strong sense of belonging emerges as a protective factor that promotes engagement and reduces the risk of withdrawal, thereby supporting positive academic and social trajectories. The findings underscore the need for early interventions focusing on strengthening peer relationships, creating emotionally supportive classrooms, and enhancing children’s confidence in their abilities. Importantly, the research amplifies children’s voices, revealing how they interpret their school experiences and why they disengage, offering valuable guidance for educators aiming to foster inclusive, participatory learning environments.