Advancement of Preschoolers' Resilience: The A. R. Y. A. Project

Israelashvili, Moshe; Wegman-Rozi, Orit

doi:10.1023/b:ecej.0000005308.37779.a3

Cited by 4 publications

(1 citation statement)

References 31 publications

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“…Lebuffe (2002), psikolojik sağlamlığa katkıda bulunan koruyucu faktörlerin çalışmaya katılan küçük çocuklarda güçlendirilip güçlendirilmediğini araştırdığı çalışmasında programının hem çocukların koruyucu faktörlerini artırmada hem de davranışsal kaygılarını ortadan kaldırmada etkili olduğu saptanmıştır. Israelashvili ve Wegman-Rozi (2003), okul öncesi dönemdeki çocukların psikolojik sağlamlığını geliştirme çabası içeren A.R.Y.A. projesini uyguladıkları çalışmada, projenin çocukların psikolojik sağlamlığını olumlu yönde etkilediği sonucuna ulaşılmıştır.…”

Section: Tartişma Ve Sonuçunclassified

Türk Müziği Destekli Psikolojik Sağlamlık Programı: Okul Öncesi Dönemdeki Çocukların Psikolojik Sağlamlık Düzeyleri Üzerine Etkisi

Cömert

Özbey

2021

IBAD Sosyal Bilimler Dergisi

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Anabilmdalı'nda ikinci yazarın danışmanlığında birinci yazarın doktora tezinden üretilmiştir. 2-Makale, 2.Uluslararası Bakü Bilimsel Araştırmalar Kongresi'nde 28-30 Nisan 2021 tarihleri arasında sunulmuş bildirinin genişletilmiş ve gözden geçirilmiş hâlidir. 3-Araştırmaya katılımcı olarak destek veren öğrencilere ve öğretmenlere teşekkür ederiz. 4-Araştırmanın yapıldığı İl Milli Eğitim Müdürlüğünün 11.11.2020 tarihli ve 27001677-44-E.16541683 sayılı yazısı ile gerekli izinler alınmıştır. 5-Makaledeki deneysel çalışmalar, uluslararası deklerasyon, kılavuz vb.'ye uygun gerçekleştirilmiştir. 6-Bu makalede araştırma ve yayın etiğine uyulmuştur.

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Section: Tartişma Ve Sonuçunclassified

Türk Müziği Destekli Psikolojik Sağlamlık Programı: Okul Öncesi Dönemdeki Çocukların Psikolojik Sağlamlık Düzeyleri Üzerine Etkisi

Cömert

Özbey

2021

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Mentoring At-Risk Preschoolers: Lessons from the A.R.Y.A. Project

Israelashvili

Wegman-Rozi

2005

J Primary Prevent

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The A.R.Y.A. ("Advancement of Resilience at a Young Age") Project addresses at-risk 4-year-old kindergarten children in a trial to promote their resilience. The project is implemented by mentors, who strove to establish in the children an internal assumption that it is worthwhile to pursue a way to change unpleasant events, even if previous efforts were fruitless. Following a short description of the A.R.Y.A. project, several lessons on mentoring preschoolers are delineated and discussed.

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Preschool teachers’ resilience and their readiness for building children's resilience

2014

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Purpose – The purpose of this paper is to analyse the resilience of preschool teachers, aspects of teachers’ readiness to develop children's resilience and the relationship between the two constructs of resilience and readiness. Design/methodology/approach – Two instruments (the “Resilience Scale For Adults” and the “Questionnaire on the Readiness of Preschool Teachers for Developing Children's Resilience”) were used to collect data on resilience and readiness for developing children's resilience from 191 female preschool teachers enrolled in a graduate education programme in the Faculty of Teacher Education, University of Zagreb, Croatia. Data were analysed by factor analyses and a two-way analyses of variance. Findings – Results indicate that preschool teachers achieve high results on resilience measures, and that they have supportive attitudes towards programmes for building children's resilience and are willing to implement such programmes in their everyday practice. Those preschool teachers who perceived themselves as more resilient also considered that they were more competent in developing resilience in children. Additionally, preschool teachers who perceived their kindergarten's institutional climate as supportive, felt that they are more competent for fostering resilience in children, and were at the same time more willing to implement programmes for building children's resilience. Research limitations/implications – The findings suggest that the level of institutional supportiveness is related to preschool teachers’ competence and willingness to foster resilience in children. Those preschool teachers who perceive their institutional climate as supportive feel more willing and competent to implement programmes for developing children's resilience. Additionally, teachers’ competence for developing resilience in children is related to their own resilience: more resilient preschool teachers feel more competent to foster children's resilience. These results suggest that general institutional climate and resilience of those adults who work with preschool children are important aspects of early educational environment, and should be taken into consideration when planning the implementation of programmes for building children's resilience. Originality/value – This research is the first Croatian research on resilience in the context of early childhood education. It also represents a contribution to a relatively small number of studies that link preschool teachers’ resilience with their readiness to foster resilience in children.

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Advancement of Preschoolers' Resilience: The A. R. Y. A. Project

Cited by 4 publications

References 31 publications

Türk Müziği Destekli Psikolojik Sağlamlık Programı: Okul Öncesi Dönemdeki Çocukların Psikolojik Sağlamlık Düzeyleri Üzerine Etkisi

Türk Müziği Destekli Psikolojik Sağlamlık Programı: Okul Öncesi Dönemdeki Çocukların Psikolojik Sağlamlık Düzeyleri Üzerine Etkisi

Mentoring At-Risk Preschoolers: Lessons from the A.R.Y.A. Project

Preschool teachers’ resilience and their readiness for building children's resilience

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