Climate Change and Extreme Heat in Early Childhood Development Centres: Preschool Teachers’ Awareness and Health Perceptions in an Urban Informal Settlement
1
School of Health Systems and Public Health, Faculty of Health Sciences, University of Pretoria, Pretoria, South Africa
2
Department of Architecture,Faculty of Engineering, Built Environment and Information Technology, University of Pretoria, Pretoria, South Africa
Popul. Med. 2026;8(Supplement Supplement 1):
ABSTRACT
BACKGROUND:
Preschool children aged 0–5 years are highly vulnerable to extreme heat due to limited thermoregulation and dependence on adults for protection. This vulnerability is intensified in informal urban settlements where poor infrastructure, overcrowding, and limited access to water, electricity, and cooling increase heat exposure. Despite rising temperatures, little is known about preschool teachers’ awareness, perceptions, and practices regarding heat-related health risks. This study explored preschool teachers’ understanding and mitigation of extreme heat risks among young children.
METHODS:
A descriptive qualitative study using a phenomenological approach was conducted. Sixteen preschool teachers were purposively selected from seven early childhood development (ECD) centres. Data were collected through face-to-face in-depth interviews using an interview guide. Interviews were audio-recorded, transcribed verbatim, and analysed thematically.
RESULTS:
Teachers reported limited formal knowledge of extreme heat and climate change but observed increasing summer temperatures over time. They identified heat-related symptoms among children, including fatigue, dehydration, skin irritations, diarrhoea, and nosebleeds. Environmental conditions such as corrugated iron structures, lack of electricity, and insufficient shaded outdoor spaces were perceived to worsen heat exposure. Risk-reduction practices included encouraging frequent hydration, adjusting outdoor playtimes, promoting lightweight clothing, and using available natural or built shade. However, implementation of additional protective measures was constrained by limited resources and staffing shortages.
CONCLUSIONS:
Preschool teachers demonstrate practical awareness of heat-related health risks but face significant challenges due to inadequate training, infrastructure, and resources. Strengthening teacher capacity, improving ECD infrastructure, and fostering community engagement are essential to protecting young children from the health impacts of extreme heat.
Preschool children aged 0–5 years are highly vulnerable to extreme heat due to limited thermoregulation and dependence on adults for protection. This vulnerability is intensified in informal urban settlements where poor infrastructure, overcrowding, and limited access to water, electricity, and cooling increase heat exposure. Despite rising temperatures, little is known about preschool teachers’ awareness, perceptions, and practices regarding heat-related health risks. This study explored preschool teachers’ understanding and mitigation of extreme heat risks among young children.
METHODS:
A descriptive qualitative study using a phenomenological approach was conducted. Sixteen preschool teachers were purposively selected from seven early childhood development (ECD) centres. Data were collected through face-to-face in-depth interviews using an interview guide. Interviews were audio-recorded, transcribed verbatim, and analysed thematically.
RESULTS:
Teachers reported limited formal knowledge of extreme heat and climate change but observed increasing summer temperatures over time. They identified heat-related symptoms among children, including fatigue, dehydration, skin irritations, diarrhoea, and nosebleeds. Environmental conditions such as corrugated iron structures, lack of electricity, and insufficient shaded outdoor spaces were perceived to worsen heat exposure. Risk-reduction practices included encouraging frequent hydration, adjusting outdoor playtimes, promoting lightweight clothing, and using available natural or built shade. However, implementation of additional protective measures was constrained by limited resources and staffing shortages.
CONCLUSIONS:
Preschool teachers demonstrate practical awareness of heat-related health risks but face significant challenges due to inadequate training, infrastructure, and resources. Strengthening teacher capacity, improving ECD infrastructure, and fostering community engagement are essential to protecting young children from the health impacts of extreme heat.
| eISSN: | 2654-1459 |
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