Unit:
Διατμηματικό ΠΜΣ Προαγωγή και Αγωγή της ΥγείαςLibrary of the School of Health Sciences
Author:
Anastasopoulou Eirini
Supervisors info:
Γιάννης Τούντας, Καθηγητής, Ιατρική Σχολή, ΕΚΠΑ
Καλιρρόη Παπαδοπούλου, Επίκουρη καθηγήτρια, ΤΕΑΠΠΗ, ΕΚΠΑ
Ειρήνη Αγαπηδάκη, Λέκτορας, Ευρωπαικό Πανεπιστήμιο Κύπρου
Original Title:
Το πρόγραμμα "Δυνατό Ξεκίνημα" - εξέταση της βιωσιμότητας του εκπαιδευτικού προγράμματος προαγωγής ψυχοκοινωνικής ανάπτυξης στην πρώτη παιδική ηλικία και των παραγόντων που την επηρεάζουν.
Translated title:
"Strong Start", measuring the sustainability of a psychosocial development programme for preschool children.
Summary:
Introduction: The importance of the first childhood period (2- 6 years old), lies in the physical, socioemotional and cognitive development taking place. The promotion of health socioemotional development constitutes a protective factor for the mental health of the child in later life too. In the last decade, there has been an increased implementation of socioemotional learning programs in school, as it was proved that the role of nursery school and pedagogue is of vital importance. It is important to secure the sustainability of high quality programs of socioemotional development so that children, teachers and parents have long term benefits.
Purpose- method: The current study examines the sustainability of the program of promotion of socioemotional development of children of pre-school age “Strong Start” and of the factors emanating from the program itself and affecting its continuation. The purpose was achieved by supplying 17 educators with five open ended questions- created by the researchers. The educators were working with the population of the research program of promotion of socioemotional development of the first childhood period in nursery schools and kindergartens (2 to 6) and more specifically educators who implemented the “Strong Start” program. The questions were answered by phone or e-mail.
Results: The total or partial sustainability of the program was proven in the majority of the sample. 12 out of the 17 educators reported obstacles in the implementation of the program which were related to the program itself, mainly “non- acceptance of the program by the children”, whereas they reported the “repetition of the program” as the most important enabling factor. As for potential enabling factors 6 out of 17 participants regarded “the existence of material for younger ages” as most important. Knowledge and benefits for themselves, the children and the parents were reported by all the educators of the sample, not that this secures the sustainability of the program.
Conclusion: Despite the fact that the implementation of the program is no longer mandatory, funding has expired and no system of support exists any more, the program is still implemented. Although the current study confirms the results found in international literature on the subject in regard to factors emanating from the program itself and affecting its sustainability, further research- and a larger sample- on its sustainability for children younger than 4 years old is suggested.
Main subject category:
Health Sciences
Keywords:
Strong Start, Sustainability, Psychosocial development programme, Preschool children, Factors
Number of references:
187
