# Noise Levels and Acoustic Quality of Preschool Learning Spaces in Taiwan

## TL;DR

This study shows that preschool classrooms in Taiwan are too noisy, harming children's development and teachers' health, and highlights the need for child-specific noise standards.

## Contribution

The study demonstrates that adult-based noise standards are inadequate for protecting young children and reveals significant acoustic issues in preschool environments.

## Key findings

- Most preschool classrooms exceeded recommended reverberation time thresholds and none met optimum acoustic standards.
- Personal dosimetry showed 24% of children and 27% of teachers experienced noise doses above 100% of occupational criteria.
- A center with a distinct educational philosophy had lower individual noise exposure despite high ambient levels.

## Abstract

Public health relevance—How does this work relate to a public health issue?
Excessive noise exposure in preschool environments contributes to cognitive impairment, stress, and potential hearing damage in young children, a vulnerable population without coping strategies.Teachers also experience excessive occupational noise doses, linking classroom acoustics directly to workplace health and safety.

Excessive noise exposure in preschool environments contributes to cognitive impairment, stress, and potential hearing damage in young children, a vulnerable population without coping strategies.

Teachers also experience excessive occupational noise doses, linking classroom acoustics directly to workplace health and safety.

Public health significance—Why is this work of significance to public health?
The study shows that adult-based noise standards are inadequate for protecting children, highlighting a regulatory gap.Findings provide evidence that poor acoustic quality in preschools is not just an educational issue but a broader public health concern affecting developmental outcomes and teacher well-being.

The study shows that adult-based noise standards are inadequate for protecting children, highlighting a regulatory gap.

Findings provide evidence that poor acoustic quality in preschools is not just an educational issue but a broader public health concern affecting developmental outcomes and teacher well-being.

Public health implications—What are the key implications or messages for practitioners, policy makers and/or researchers in public health?
Policymakers and practitioners should establish child-centered acoustic standards and implement architectural and behavioral noise-reduction strategies.Researchers should expand cross-cultural studies and develop evidence-based interventions to safeguard preschool environments worldwide.

Policymakers and practitioners should establish child-centered acoustic standards and implement architectural and behavioral noise-reduction strategies.

Researchers should expand cross-cultural studies and develop evidence-based interventions to safeguard preschool environments worldwide.

This study examines noise levels and acoustic quality in preschool learning spaces in Taiwan, using a validated protocol from prior research in New Zealand. Seventeen classrooms across six centers, primarily in the major city of Kaohsiung, were assessed using acoustic measurements, personal dosimetry for teachers and children, and a structured teacher questionnaire. Most classrooms exceeded recommended reverberation time thresholds, and none met optimum acoustic standards. Fixed sound level meters substantially underestimated noise exposure during active periods compared to personal dosimetry. Dosimetry revealed that 24% of children and 27% of teachers experienced daily noise dose above 100% of the occupational criteria used in New Zealand and Europe. Notably, a center with a distinct educational philosophy demonstrated markedly lower individual exposure despite high ambient levels. These findings highlight systemic gaps in acoustic regulation for early childhood education in Taiwan and raise broader concerns about the default of using adult-based noise criteria for young children. Recommendations include Taiwan adopting or developing suitable acoustic standards and guidance values for noise levels in classrooms. The results have implications beyond Taiwan, offering evidence relevant to global efforts to improve preschool learning environments.