A Need for Resilience

Millican, Richard; Middleton, Tristan

doi:10.1007/978-3-030-49236-6_1

Cited by 6 publications

(3 citation statements)

References 16 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Section 3: Family and Community Engagement "Family and Community Engagement" emphasizes the external support networks contributing to children's resilience development (Millican & Middleton, 2020). Teachers noted attempts to engage families in the educational process, yet they often faced challenges such as limited parental involvement and communication barriers.…”

Section: Section 2: Peer Influencementioning

confidence: 99%

Enhancing Resilience in Primary Education: Addressing Societal Challenges and Fostering Holistic Student Development

Ciucă,

Zăvoianu

2024

RREM

View full text Add to dashboard Cite

This study explores educational resilience in primary education, focusing on how teachers can effectively nurture this crucial trait amidst rapid societal changes and an information-rich environment. Utilizing qualitative focus group discussions with ten primary school teachers, the research examines four key themes: student-teacher dynamic, peer influence, family and community engagement, and school environment. The findings reveal that while teachers recognize the importance of building resilience in students, they face challenges due to curriculum demands and resource limitations. Teachers expressed a desire to foster empathetic relationships, positive peer interactions, and engage families and communities but often found these goals hindered by systemic constraints. This research underscores the need for a holistic approach to education beyond traditional academic learning. It highlights the need for professional development, strengthened school-community partnerships, and educational policy reforms that prioritize comprehensive student development. The study concludes that fostering resilience in primary education requires addressing classroom practices and systemic barriers, aligning with contemporary resilience theories and emphasizing the need for classroom interventions to support students' overall well-being and competence.

show abstract

Section: Section 2: Peer Influencementioning

confidence: 99%

Enhancing Resilience in Primary Education: Addressing Societal Challenges and Fostering Holistic Student Development

Ciucă,

Zăvoianu

2024

RREM

View full text Add to dashboard Cite

show abstract

“…Queste famiglie, come abbiamo già avuto modo di discutere in precedenti contributi (Mantovani et al, 2021;Picca et al, 2021b), sono riuscite a resistere in modo proattivo, rispondendo positivamente alle restrizioni imposte dal confinamento, facendo leva sulle proprie risorse e quelle dei figli (che a loro volta si "sono adattati" abbastanza bene), chiedendo e offrendo aiuto ad altre famiglie, mostrando un buon livello di tenuta emotiva o di "resilienza sistemica" (Ibidem) sia interna (tra genitori, genitori e figli, e tra fratelli), sia esterna (tra le famiglie, le famiglie e i servizi, le famiglie e la comunità). Una reazione che conferma la natura sociale, multidimensionale e culturalmente situata della resilienza (Millican, Middleton, 2020). La rete con i servizi educativi/scuole dei figli e le connessioni sociali tra pari al di fuori dei confini familiari hanno rinforzato la competenza genitoriale (Milani et al, 2015) e la loro capacità di «adattarsi» (Infantino, 2021, p. 193) come «educatori naturali» (Ibidem) ai nuovi ruoli richiesti dall'emergenza sanitaria.…”

Section: Bambini E Le Famiglie Come Stanno?unclassified

Benessere e salute sociale delle famiglie vulnerabili nella fase post-pandemica: spunti e riflessioni per la formazione degli educatori 0-6 da una ricerca in Lombardia

Bove¹,

Mantovani

2022

rief

View full text Add to dashboard Cite

In this paper, starting from some data that emerged from a research on the daily life of children and families during the Covid-19 pandemic (Mantovani et al., 2021; Picca et al., 2021), we open a reflection on the need to rethink the professional profile of 0-6 educators in an interdisciplinary sense to make the preventive and supportive action of fragile families more incisive. EU literature and documents have highlighted the pedagogical potential of multidisciplinary teams with respect to taking care of vulnerable families, underlining how interdisciplinary action increases the probability of intercepting signs of unease in an holistic and systemic way (Milani et al., 2015), avoiding the fragmentation of the support intervention, acting on resources and counteracting the spiral of disadvantage. The thesis here argued is that 0-6 educators can play a crucial role in this perspective, acting as territorial “sentinels” or “guarantors” of well-being by monitoring the social health conditions of families, but they must be trained to build bridges and weaving networks in an intersectional and multidisciplinary work perspective. A work at a micro level, starting from the ECE levels, which over time can trigger virtuous networks of collaboration to contrast the vulnerability of families at the meso- and macro- system level.

show abstract

“…Ungar [ 7 ] describes how the term resilience has emerged across disciplines and is applied to systems such as ecosystems, communities, or structures in society. According to contemporary research by Millican and Middleton [ 11 ], resilience is understood as a relational capacity developed in interpersonal relationships. Hence, it is not a trait or disposition owned solely by the individual but also a characteristic shared by a group or community.…”

Section: Introductionmentioning

confidence: 99%

Promoting Resilience in Early Childhood Education and Care to Prepare Children for a World of Change: A Critical Analysis of National and International Policy Documents

et al. 2023

View full text Add to dashboard Cite

In recent years, the sustainability crisis has raised interest in the concept of resilience, i.e., the capacity to persist, adapt, or transform in the face of change and challenge. However, to date, resilience has only been studied to a limited extent within early childhood education and care (ECEC). This paper reports on a study that used critical document analysis of national and international policies to explore if and how the concept of resilience within ECEC could contribute to sustainability in a world of rapid change. Five national and four international documents were analysed through the theoretical lenses of childism and place-based education. The results show that resilience is implicitly expressed in ECEC policies yet is rarely linked to sustainability issues. Instead, policies mainly limit resilience to the psychological dimension and the individual child. The conclusion is that ECEC is an apt context for supporting resilience in multiple ways. It suggests using a holistic understanding of resilience to advocate for ECEC policies that include diverse perspectives of families and local communities, incorporate indigenous voices, and recognise the interconnectedness between humans and the more-than-human world.

show abstract

A Need for Resilience

Cited by 6 publications

References 16 publications

Enhancing Resilience in Primary Education: Addressing Societal Challenges and Fostering Holistic Student Development

Enhancing Resilience in Primary Education: Addressing Societal Challenges and Fostering Holistic Student Development

Benessere e salute sociale delle famiglie vulnerabili nella fase post-pandemica: spunti e riflessioni per la formazione degli educatori 0-6 da una ricerca in Lombardia

Promoting Resilience in Early Childhood Education and Care to Prepare Children for a World of Change: A Critical Analysis of National and International Policy Documents

Contact Info

Product

Resources

About