THE PRESCHOOL TEACHERS’ PERCEPTIONS ON THE CHILDREN’S WELL-BEING IN THE PANDEMIC CONTEX

Mihaela Guţu, S. Sava
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Abstract

Well-being, a concept so often discussed, has increasingly come to the attention of specialists and practitioners, especially during the pandemic period whose magnitude has significantly influenced the well-being of all of us. The purpose of the comparative-correlational study was to investigate the perceptions and practices of teachers in Romanian preschool education regarding their role in ensuring the well-being of preschoolers in kindergarten, in the context of the COVID-19 pandemic. Thus, starting from the theoretical framework that delimits the factors that influence the well-being at this age (Aulia et al., 2020; Kwi-Ok et al., 2020; Sönmez & Ceylan, 2016), we used The Scale of Self-assessment of Wellbeing - IASB (Rodawell, 2019), developed by the University of Bucharest within the Rodawell project, and The Scale of Happiness Strategies for Children Used by Preschool Teachers - HSCPT (Sapsağlam et al., 2019). The online questionnaire was answered by 149 teachers for preschool education, especially from Timiş county. The results of the study (analyzed by The Independent-Samples T-Test, ANOVA One-Way, Spearman Correlation) highlight the existence of a positive association between perceptions and practices of educators in ensuring wellbeing, but also the existence of statistically significant differences between teachers’ practices in urban vs. rural environment, in the sense that, although they perceive children’s well-being similarly, rural teachers tend to use happiness strategies more often. At the same time, teachers’ perceptions differ depending on how the teaching activity is carried out in a pandemic context: the self-perceived role and the practices dedicated to ensuring well-being are more intense in hybrid and online format than the traditional one.
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大流行背景下幼儿教师对儿童福祉的认知
福祉这一经常被讨论的概念日益引起专家和从业人员的注意,特别是在疫情期间,疫情的严重程度极大地影响了我们所有人的福祉。这项比较相关研究的目的是调查在2019冠状病毒病大流行背景下,罗马尼亚学前教育教师对其在确保幼儿园学龄前儿童福祉方面的作用的看法和做法。因此,从划定影响该年龄段幸福感因素的理论框架开始(Aulia等人,2020;Kwi-Ok等,2020;Sönmez & Ceylan, 2016),我们使用了布加勒斯特大学在Rodawell项目中开发的幸福自我评估量表- IASB (Rodawell, 2019)和学前教师使用的儿童幸福策略量表- HSCPT (Sapsağlam等人,2019)。该在线调查问卷由149名学前教育教师回答,特别是来自蒂米拉伊县的教师。研究结果(通过独立样本t检验、单因素方差分析、斯皮尔曼相关性分析)强调了教育工作者在确保幸福方面的认知和实践之间存在正相关关系,但也存在城市与农村环境中教师实践之间的统计显著差异,从某种意义上说,尽管他们对儿童幸福的看法相似,但农村教师往往更频繁地使用幸福策略。与此同时,教师的看法因在大流行背景下如何开展教学活动而有所不同:与传统形式相比,混合和在线形式的自我认知角色和致力于确保福祉的做法更为强烈。
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EDUCATIONAL PROGRAMS FOR INITIAL TEACHER TRAINING IN PLAYFUL PEDAGOGY PRE-PRIMARY STUDENT TEACHERS’ PERCEPTIONS ON REFLECTIVE JOURNALING TRAINING NEEDS ANALYSIS FOR INCLUSIVE EDUCATION PISA RESULTS BEYOND RANKINGS: WHY DON’T ROMANIAN STUDENTS READ WELL?| GABRIELA HUM (ED.), LEARNING BY SHARING. A GUIDE TO EXPERIENCES FROM AND FOR L&D SPECIALISTS. Bucharest, TREI Publishing House, 2021, 348 pages, ISBN 978-606-40-1012-4
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