Factors Affecting Level of Children Resilience and Teachers’ Opinions about Resilience

Abstract

This research mainly focuses on two purposes, the first of which is to examine the relationship between the resilience levels of 5-6-year-old preschool children, their temperament, and their ages. The second purpose of the research is to determine the opinions of their teachers on resilience and resilient children, the risk factors that affect the resilience and the protective factors. Accordingly, the mixed-method design was used in the study. The sample in the quantitative part of the study consisted of the parents and teachers of the 151 children enrolled in preschool education under the Usak Provincial Directorate for National Education. Qualitative data were collected from the interviews with 15 preschool teachers. The quantitative data were collected using the "Early Childhood Resilience Scale" and "The Short Temperament Scale for Children". The qualitative data were collected using the "Semi-structured Interview Form" which consists of 4 questions regarding the 15 preschool teachers' opinions on resilience. According to the results, the age and temperament (i.e., persistence and reactivity) were found to be significant predictors of resilience. It was also found that the resilience scores of the children increased with age. The qualitative data were analyzed using descriptive and content analysis methods. The teachers expressed the highest rate of resilience as "being able to struggle", while the characteristics of the children, who have resilience behaviour, were described as "being determined". They expressed the concept of "domestic violence" as a risk factor that may influence resilience, and "personality traits" as the protective factor.

Building resilience beyond the COVID-19 pandemic: can it work through creative play with digital puzzles?

“…Play is an easy, natural, and universal practice for building resilience. Play comes naturally to all children and is a seemingly simple and enjoyable phenomenon (Masten, 2001;IICBA, 2019;Yoleri, 2020;Gidado and Tosin, 2022). As Parker et al (2022) posit, learning through play is a powerful, measurable, and successful approach to ensure young children develop in a balanced way, particularly during times of crisis.…”

Phenomenology of Incarcerated Mothers: What About Their Children?

“…Risk factors trigger or cause stress that individuals may encounter. The risk factors for children include socio-economic variables such as low socio-economic background and poverty; family variables like negative parental attitudes, separation from parents or having a single parent, death of parents, and sick parents; genetic conditions; child abuse or neglect; and negative life experiences including terrorism, immigration, war, natural disasters, among others (Masten, 2015;Yoleri, 2020).…”

“…Additionally, resilience, the ability of children to overcome social, emotional, developmental, economic, and environmental challenges, changes depending on innate factors including personality traits such as patience, and environmental factors like family, school, and the environment. The risk factors for children include socioeconomic variables such as low socio-economic background and poverty; family variables like negative parental attitudes, separation from parents or having a single parent, death of parents, and sick parents; genetic conditions; child abuse or neglect; and negative life experiences including terrorism, immigration, war, natural disasters, among others (Masten, 2015;Yoleri, 2020).…”

Pelatihan Berkomunikasi Edukatif Pendidik Sebagai Upaya Pencegahan Perilaku Bullying di PAUD

“…Pemberian penguatan diberikan sesuai dengan kondisi anak (Hedegaard, 2012;M DeWolff, 1997). Pengajaran juga memuat edukasi kepada anak tentang arti kegagalan, serta menghargai proses meskipun pada akhirnya anak gagal (Yoleri, 2020). Selain perlakuan tersebut, beberapa pembiasaan yang baik juga dapat dilakukan dengan cara mengucapkan permisi saat melewati orang yang duduk sembari diikuti badan yang membungkuk, mengenalkan kepada anak cara menggunakan bahasa sehari hari sesuai tata bahasa yang benar serta membiasakan anak berbicara pelan untuk menyampaikan maksud maupun aktivitas lainnya yang sesuai norma dan nilai setempat.…”