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The present paper aims to explore preschool teachers' perspectives on the protective factors of preschool children's psychological resilience. The sample consisted of 156 preschool teachers. The data collection method was a questionnaire which was based on the theoretical background of psychological resilience. In particular, the perspectives of preschool teachers on the intra-individual, family and school factors that are considered resilience-enhancing were explored. The analysis of the research data shows that the teachers of the sample consider that parents' involvement in the development of children, parents' emotion understanding skills, communication within family and support from family members are among the main family factors that contribute to the development of psychological resilience of preschool children. As far as the intra-individual protective factors are concerned, problem solving skills, self-esteem and decisiveness are regarded as the most significant. Teacher support, school safety and positive relationships within the peer group are among the school factors that are considered that can serve as protective factors for promoting psychological resilience of preschool children. The extent to which teachers regard that psychological resilience is a stable characteristic has an effect on their perceptions about the significance of the protective factors.The above findings can contribute to the design and development of psychological resilienceenhancing programs.

School and family are the main socializing agents for children. Therefore, effective communication and collaboration between these contexts is essential, although sometimes there are barriers to school-family partnership, particularly when they try to play a more active role in the educational process. It is widely recognized that parent involvement in school has successful contributions to student school outcomes. Moreover, It is crucial for addressing effectively bullying, as it is a problem student behaviour in Greek society as well.In this context, the present research aims to explore teachers' views about family-school communication and collaboration regarding the extent to which they address effectively bullying. 150 primary education teachers from public schools in Rhodes participated in this research, which conducted in 2015. Results show that teachers endorse the importance of school-family collaboration for addressing bullying. In addition, they consider this collaboration important, as it has an important influence on children's attitudes to school, and their behaviour in school environment. Furthermore, they suggest that school-family collaboration may improve students' social skills, which can enhance their emotional development and reduce their social isolation from the peer group. Finally, they assert that school-family collaboration can empower children's relationship with their parents and teachers, and in the long term it can contribute in enhancing their school achievement.

The aim of the present research is to explore preschool teachers' perceptions about the effective strategies for bullying prevention in preschool context. The sample of this research study was 164 preschool teachers from Greece. Data were collected by a questionnaire that was based on previous research. The findings show that teachers regard that classroom activities for diversity acceptance, the development of empathy, the cooperation between school and family, the implementation of socio-emotional learning programs in school context and teacher training, are among the most effective strategies. They also value the cooperation between school, family, and community services for bullying prevention as well as peer support and the creation of prevention activities and material such as videos. Research findings may be utilized for designing teacher training and professional development programs aiming at preventing school bullying at an early age.

This paper examines the role of art in environmental education. It explores the creative use of fine arts for students' environmental awareness. The literature review carried out shows that artistic creation, in all its forms, painting, sculpture, architecture, music, dance, literature, theater, cinema, photography, comics can activate the senses, stimulates and enrich students' experiences, develops their imagination and critical thinking, provides new ways of expressing emotions, perceptions and reflections, enhances their creativity and develops their creative thinking. The pedagogical use of art in educational programs for enhancing children's contact with the environment helps children deepen their knowledge and strengthen their relationship with it. Art substantially contributes to environmental awareness, as it cultivates through an emotional approach the familiarization and the development of a connection with the environment. Therefore, educational planning is of scientific interest, which includes the utilization of various forms of artistic expression with the assistance of creative pedagogical techniques for the formation of active citizens.

The current research studies the pedagogical actions in the various areas of the sustainable kindergarten. Its aim is to investigate the views of the graduate students-prospective preschool teachers on the pedagogical dimension of the areas of the sustainable kindergarten. The survey was conducted from April to June 2018. Case study was chosen as the main method, employing a questionnaire as the main methodological tool. The selection of the sample was based on random sampling. The sample of the survey consisted of 120 graduate students of the Department of Sciences of Preschool Education and Educational Design of the University of the Aegean in Rhodes (Greece). The results of the research show that the majority of students believe that the coloration of a classroom, natural lighting, heating, natural ventilation and good acoustics affect the pedagogical process. They also regard that in the preschool teachers' office, paper should be used sparingly, they agree with the use of recyclable paper only and equipment with modern electronic devices. Moreover, they also agree on the electrical heaters, as well as the water heater, though, they are energy-consuming. Regarding the auxiliary premises within the building, they consider that they should have paper recycle bins and compost bins, which indicates that they do not know exactly what their use and operation is. They also think they should be cleaned and disinfected daily with chlorine, which has negative effects. With regard to the multipurpose room, they state that they are necessary in the context of a sustainable school. As far as the library is concerned, they think it should be located in a familiar and accessible place for children. Finally, regarding the courtyard, they believe that it should also be used for the implementation of pedagogical and environmental activities, after taking care to protect kindergarten children.

The present paper aims to explore preschool teachers' perspectives on the protective factors of preschool children's psychological resilience. The sample consisted of 156 preschool teachers. The data collection method was a questionnaire which was based on the theoretical background of psychological resilience. In particular, the perspectives of preschool teachers on the intra-individual, family and school factors that are considered resilience-enhancing were explored. The analysis of the research data shows that the teachers of the sample consider that parents' involvement in the development of children, parents' emotion understanding skills, communication within family and support from family members are among the main family factors that contribute to the development of psychological resilience of preschool children. As far as the intra-individual protective factors are concerned, problem solving skills, self-esteem and decisiveness are regarded as the most significant. Teacher support, school safety and positive relationships within the peer group are among the school factors that are considered that can serve as protective factors for promoting psychological resilience of preschool children. The extent to which teachers regard that psychological resilience is a stable characteristic has an effect on their perceptions about the significance of the protective factors.The above findings can contribute to the design and development of psychological resilienceenhancing programs.

Within the global scienti ic community and international political scene, the necessity of a development that takes seriously into account environmental protection, social cohesion and cultural progress is increasingly highlighted. In this context, the present study aims to explore the role of women over time in local sustainable development, in a Greek island, Rhodes. The present research is qualitative. A semi-structured interview is the data collection tool which is structured on the basis of the four interrelated axes of sustainability: economic, social, cultural and environmental. The research sample is composed of women from the city and all the villages of Rhodes, aged over 65, as the research focuses on the middle of the last century. The results of the survey show that women's participation has been particularly important in the economic development of the island, as they have helped signi icantly in the rural work, along with housework. Moreover, their role as mothers in supporting the family institution has been fundamental, while at the same time they have been mostly involved in training and bringing up children. Their involvement in the local customs was discreet, although they offered exceptional works of art, loom, embroidery and other creations that decorated the houses. With regard to the environment, their habits were environmentally friendly. In their yards they had lowers and trees, and they cultivated vegetables without fertilizers in their gardens. They were also giving the excess food to pets or domestic animals and the garbage from their housework was scarce. Generally, they have made a decisive contribution to the sustainable development of the island.