Διατμηματικό ΠΜΣ Προαγωγή και Αγωγή της Υγείας
Library of the School of Health Sciences

2018-01-10

2017

Patsika Efthimia

Ιωάννης Τούντας, Καθηγητής, Ιατρική, ΕΚΠΑ
Γεώργιος Γιαννακόπουλος, Διδάκτωρ, Ιατρική, ΕΚΠΑ
Καλλιρρόη Παπαδοπούλου, Αν. Καθηγήτρια, ΤΕΑΠΗ, ΕΚΠΑ

Το πρόγραμμα "Δυνατό Ξεκίνημα": εξέταση της βιωσιμότητας του εκπαιδευτικού προγράμματος προαγωγής ψυχοκοινωνικής ανάπτυξης στην πρώτη παιδική ηλικία, και των οργανωτικών παραγόντων που την επηρεάζουν

Greek

The "Strong Start" program: examination of the sustainability of the socioemotional learning program in the first childhood, and the organizational factors that affect it

Introduction: For the child, first childhood period (2-6 years) is the most creative, as
all social, emotional and cognitive skills develop. Their healthy development provides
benefits for both pre-school age and later life. Today, there are plenty of successful
interventions and programs who promote socio-emotional development in the first
childhood, specifically designed for implementation in the classroom, as the role of
the preschool education and the pedagogue in the healthy socio-emotional
development of children is considered to be very important. The sustainability of
these programs is very important for continuous and long-term positive outcomes for
children. The purpose of this study was to examine the sustainability of the program
for promoting the socio-emotional development of preschool children «Strong Start»
and the framework factors (or systemic factors) that affect the continuation or nonimplementation
of the program.
Tools & Method: This objective was achieved through the qualitative method and
specifically through five open-ended questions on a sample of 17 pedagogical
population of the research program 2to6, namely pedagogues of the "Strong Start"
program. The questions were answered by phone and e-mail and were drafted based
on the research questions we asked.
Results: The findings highlighted the total or partial sustainability of the «Strong
Start» program in the majority of the sample. The majority of the sample mentioned
barriers and enablers for the maintenance of the program, which concerned its
characteristics, while strong influence factors for sustainability also recommended
barriers and facilities related to the administrative issues, with more than 50% of the
sample to identify them. The knowledge and benefits of the program were reported by
all educators, and while these consist, according to the international literature,
sustainability factors, in this study, they did not seem to secure it for the entire
sample.
Conclusions: Sustainability is an encouraging finding, since the implementation of
the «Strong Start» program is no longer mandatory, funding has expired and there is
no sustainability support system. Furthermore, this study confirmed framework
factors that affect the maintenance of the program, as these are suggested by the
international literature. Furthermore, this study confirms the strong impact of systemic
factors on the sustainability of a program, as these are indicated by the international
literature.

Health Sciences

Socioemotional development, Sustainability, Strong start, Pre-school age

No

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Yes

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https://pergamos.lib.uoa.gr/uoa/dl/object/2587934