Values of Portuguese/non‐Portuguese mothers of kindergarten children, and of kindergarten teachers

Abstract

The aim of this research was to identify continuities/discontinuities in the values of Portuguese mothers with kindergarten children belonging to high and low socio-cultural backgrounds, mothers from different cultures and kindergarten teachers. The sample was composed of sixty-five mothers (fourteen Roma, fifteen Indian, twelve African, and ten Portuguese from low socio-cultural backgrounds, and fourteen Portuguese from middle and high socio-cultural backgrounds) and fifteen kindergarten teachers, from middle and high socio-cultural backgrounds. They all worked in multicultural classes, and all were aged between 18 and 45. A list of behaviors and open questions about adaptive/non-adaptive behaviors and the metaphor of Adaptive Adult were applied to identify their values. Results show continuities and discontinuities in mothers' and kindergarten teachers' values. The most important were: (1) valuing of autonomy by the kindergarten teachers and Portuguese mothers from high socio-economic backgrounds and (2) valuing of conformity by Indian and Roma mothers. Discontinuities were also observed between (1) kindergarten teachers and all groups of mothers concerning personal fulfillment, only valued by kindergarten teachers, (2) professional fulfillment, only valued by Indian mothers, and (3) self characteristics, only valued by Portuguese mothers from a low socio-economic background. Implications of these results are analyzed with regard to research, the training of kindergarten teachers and the nature of interventions with parents.

Teachers’ ideas about children’s participation within Portuguese early childhood education settings

“…These teachers valued the social environment and the human and material resources available as conditions to promote children's participation, which is consistent with previous research (Kangas et al, 2016;Nah & Lee, 2016;Venninen et al, 2014). It is possible that these teachers' focus on context reflects the values of collective responsibility and cooperation typical of collectivist societies (Marchand & d'Orey, 2008). Importantly, teachers in this profile focused on the organizational, bureaucratic, and educational obstacles to the implementation of children's participation, extensively described by other authors (e.g., Thornberg & Elvstran, 2012).…”

“…For instance, understanding how ECE teachers understand children's participation within ECE settings may provide important insights into the conditions needed to promote participation Teachers' ideas are permeable to the cultural values of the society or groups they belong to. For instance, teachers from western societies that promote individualism and intergenerational independence seem to value more autonomy, assertiveness, and selfsufficiency than teachers from oriental societies, more influenced by collectivistic philosophies, in which there is more emphasis on collective responsibility, cooperation, and group decision making (Marchand & d'Orey, 2008). Similarly, teachers with childcentred beliefs hold more democratic perspectives, are more sensitive and responsive to children's interests and actions, and promote more opportunities for children to choose and exert influence (e.g., Koran & Avc1, 2017).…”

“…We aimed to investigate ECE teachers' ideas about children's participation In comparison with other European countries (except for Spain), Portugal is a considered a traditionally collectivist society (Hofested, 2001), thus emphasising values of collective responsibility, cooperation, and shared decision making (Marchand & d'Orey, 2008). Moreover, children's rights, and specifically children's right to participate, are particularly relevant in Portugal, where after almost half a century of a dictatorship that ended in 1974, democracy related concerns (i.e., towards the protection and promotion of personal interests, fundamental rights, freedoms, and opportunities to choose and participate in decision making), in alignment with European and international discourses, emerged as a national mandate, shared by policy makers, academics, and ECE practitioners (Sousa & Oxley, 2019).…”

Mothers’ Dreams, Children Realities: The Case of Uprooted Families from South Lebanon

“…For these families, the image may be influenced by future oriented goals based on political ideology, or changes they anticipate in the future. Thus, among immigrants, the image of the adaptive adult may combine aspects considered adaptive in the past with those perceived as potentially adaptive in the future (Marchanda & d'Orey, 2008;Roer-Strier & Rosenthal, 2001).…”