Promoting Psychological Resilience: Preschool Teachers' Perspectives

Abstract

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.

Preservice preschool teachers’ perspectives on the psychological well-being of preschoolers

“…A safe school environment and a positive climate will yield positive outcomes for children. All the aforementioned factors are associated with the promotion of students' psychological resilience (Nikolaou & Markogiannakis, 2017;Nikolaou, 2021;Nikolaou et al, 2021). It is also noted that collaborative partnerships with parents are crucial to well-being and psychosocial adaptation (Stamatis & Nikolaou, 2016;Stamatis & Nikolaou, 2018;Stamatis & Nikolaou, 2020).…”

Educación para la Paz, Convivencia Escolar y Resolución de Conflictos: Una revisión de programas de intervención

“…Zedan (2010) afirma que el clima escolar mejora cuando los estudiantes se integran democráticamente a la vida escolar. Además, Nikolaou et al (2021) señala que uno de los factores para lograr buen clima escolar es que los estudiantes participen en la planificación de las asignaciones escolares y estén en un ambiente cooperativo, democrático y basado en el diálogo. En esta línea parece recomendable que los programas de intervención implementen procesos participativos de definición, y seguimiento de las reglas.…”