bianca thoilliez, enrique navarro, esther lópez and eva expósito
DESCRIPTION
L ● I ● P ● S Laboratory of Ideas and Pedagogical Studies. Perceptions of Future Teachers and Education Professionals about Five Key Dimensions of Child Well-Being. Bianca Thoilliez, Enrique Navarro, Esther López and Eva Expósito. 3rd ISCI Conference, York 27-29 July 2011. - PowerPoint PPT PresentationTRANSCRIPT
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Perceptions of Future Teachers and Education Professionals about Five Key
Dimensions of Child Well-Being
Bianca Thoilliez, Enrique Navarro, Esther López and Eva ExpósitoBianca Thoilliez, Enrique Navarro, Esther López and Eva Expósito
3rd ISCI Conference, York 27-29 July 2011
L ● I ● P ● S
Laboratory of Ideas and Pedagogical Studies
![Page 2: Bianca Thoilliez, Enrique Navarro, Esther López and Eva Expósito](https://reader035.vdocument.in/reader035/viewer/2022062720/568132b2550346895d996c0e/html5/thumbnails/2.jpg)
1. Introduction
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1. Introduction
- Our general purpose has not been to establish an index of child well-being, but to know which factors of child well-being are recognized by future professionals of education and how do they prioritize them.
- We argue for the recognition of the important role that teachers play in child well-being.
- Education professionals focus their educational action on those dimensions of child well-being which they consider most relevant.
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2. Methodology
2009/2010 - Questionnaire focused on the five key dimensions related
to child well-being: (1) material well-being, (2) health and safety, (3) educational well-being, (4) relationships with their environment, and (5) subjective well-being.
- Validation from an experts group.
- Application to a pilot group of 85 undergraduate students.
2010/2011
- Likert evaluation scale with six possible levels of answer (1>6) which we have applied to a broader sample (n=805).
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3. Sample description
- 805 undergraduate students attending three different Spanish teacher training programmes.
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3. Sample’s description
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4. Results
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4. Results
1. MATERIAL WELL-BEING
N
Mean Median Mode St. Des. Min. Max.Valid Miss.
1. Cultural activities in family 805 0 5,07 5 6 0,96 1 6
2. Mother's educational level 802 3 4,21 4 4 1,16 1 6
3. Father's educational level 801 4 4,19 4 4 1,13 1 6
4. Number of books at home 801 4 4,46 5 5 1,19 1 6
5. Do trips during the holidays 801 4 4,13 4 4 1,25 1 6
6. Unemployment situation of one parent 798 7 3,82 4 3 1,43 1 6
7. Number of persons who work in the household 800 5 4,03 4 4 1,26 1 6
8. Annual household income 801 4 4,04 4 4 1,18 1 6
9. The mother is housewife or the father is househusband 795 10 3,79 4 4 1,54 1 6
10. Have more than one car 798 7 2,45 2 1 1,35 1 6
11. Have a second home 797 8 2,12 2 1 1,20 1 6
12. Have a computer with internet connection 799 6 4,24 4 4 1,31 1 6
13. The child have his/her own room 797 8 4,26 4 5 1,39 1 6
14. House size 799 6 3,34 3 3 1,23 1 6
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2. HEALTH AND SAFETY
N
Mean Median Mode St. Des. Min. Max.Valid Miss.
15. Suffer bullying 800 5 5,30 6 6 1,56 1 6
16. Live in a violent family environment 799 6 5,29 6 6 1,57 1 6
17. Watch violent movies 799 6 4,55 5 6 1,58 1 6
18. Live in a violent neighborhood 797 8 4,67 5 6 1,49 1 6
19. Change partners so frequently (promiscuity) 799 6 4,41 5 6 1,57 1 6
20. Consume toxic substances 799 6 5,09 6 6 1,60 1 6
21. Attend school fightings 798 7 4,53 5 6 1,54 1 6
22. Watch TV without adult supervision 798 7 4,29 5 5 1,43 1 6
23. Have suffered abuse situation 793 12 5,27 6 6 1,59 1 6
24. Have suffered mistreatment 797 8 5,30 6 6 1,54 1 6
25. Have a disability 798 7 4,12 4 4 1,43 1 6
26. Have special education needs 798 7 4,20 4 5 1,40 1 6
27. Suffering from severe chronic disease (cardiovascular disease, diabetes) 795 10 4,12 4 4 1,40 1 6
28. Attend for eye examinations 797 8 3,92 4 4 1,50 1 6
29. Receive care by a pediatrician (vaccinations, annual reviews) 800 5 4,43 5 6 1,54 1 6
30. Access to health services 800 5 5,14 6 6 1,23 1 6
31. Attend for oral examinations 801 4 4,28 4 6 1,44 1 6
32. Good personal hygiene (washing hands, brushing teeth) 800 5 5,24 6 6 1,03 1 6
33. Balanced and varied diet 800 5 5,14 5 6 1,03 1 6
34. Provide a content filtering systems to have access to the Internet and social networks 798 7 4,67 5 6 1,29 1 6
35. Do some sport regularly 799 6 4,86 5 5 1,03 1 6
36. Live under optimal hygiene conditions 799 6 5,44 6 6 0,83 1 6
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3. EDUCATIONAL WELL-BEING
N
Mean Median Mode St. Des. Min. Max.Valid Miss.
37. Use sports and leisure facilities in the school (pool, gym, sports) 793 12 4,42 5 5 1,17 1 6
38. Use sports and leisure facilities close to home 797 8 4,38 4 5 1,11 1 6
39. Make activities in cultural centers 799 6 4,38 4 5 1,10 1 6
40. Use educational facilities in the school 794 11 4,51 5 5 1,12 1 6
41. Make extracurricular activities (sports, music, dance) 797 8 4,48 5 5 1,08 1 6
42. Satisfactory performance in mathematics 796 9 4,31 4 4 1,15 1 6
43. Satisfactory performance in language 799 6 4,48 5 5 1,10 1 6
44. Satisfactory performace in science 797 8 4,31 4 5 1,13 1 6
45. Satisfactory performace in second language 799 6 4,51 5 5 1,21 1 6
46. Receive professional training 784 21 4,82 5 6 1,11 1 6
47. Teamwork among teachers 786 19 5,13 5 6 0,98 1 6
48. Educational principles shared for the educational community 784 21 5,23 6 6 1,00 1 6
49. Fluid communication between teachers 783 22 5,07 5 6 1,04 1 6
50. Participation of parents in their children's educational progress 789 16 5,55 6 6 0,77 1 6
51. Participation of pupils in the school management 798 7 4,38 5 5 1,29 1 6
52. Parents' participation in schools associations 798 7 4,10 4 4 1,39 1 6
53. Participation of students in stimulating and organizing activities in the school 796 9 4,50 5 5 1,20 1 6
54. Repeat one or more courses in Primary Education 789 16 4,19 5 5 1,59 1 6
55. Repeat one or more courses in Secondary Education 796 9 4,13 4 5 1,48 1 6
56. Leave school without having completed compulsory education 794 11 4,70 6 6 1,81 1 6
57. Get a job according to the educational level 796 9 5,03 5 6 1,07 1 6
58. Enrollment in higher education 798 7 4,85 5 6 1,14 1 6
59. Be enrolled in school before the age of 6 789 16 4,98 5 6 1,25 1 6
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4. RELATIONSHIPS WITH THEIR ENVIRONMENT
N
Mean Median Mode St. Des. Min. Max.Valid Miss.
60. Belong to a step family 793 12 3,62 4 3 1,53 1 6
61. Belong to a homosexual family 792 13 3,25 3 1 1,69 1 6
62. Belong to a nuclear family 791 14 3,52 4 4 1,69 1 6
63. Belong to a single-parent family 794 11 3,48 4 4 1,60 1 6
64. Have a good relationship with other family members (uncles, cousins, grandparents) 792 13 4,63 5 6 1,36 1 6
65. Spend time with parents doing any activity 794 11 5,32 6 6 0,93 1 6
66. Have a fluid communication with parents 792 13 5,49 6 6 0,83 1 6
67. Establish relationships with friends outside of school 790 15 5,34 6 6 0,89 1 6
68. Spend time interacting with peers (classmates, neighbors, relatives) 794 11 5,37 6 6 0,84 1 6
69. Participate in social activities or projects 794 11 4,78 5 5 1,07 1 6
70. Participate in activities related to the protection and care for environment 788 17 4,58 5 5 1,15 1 6
71. Do sports and leisure activities on the environment 788 17 4,73 5 5 1,05 1 6
72. The family participate in some community association (neighborhood associations, social club, church, NGOs) 790 15 3,56 4 4 1,39 1 6
73. Be integrated with peers into the classroom 791 14 5,47 6 6 0,76 1 6
74. Receiving help from parents on homework 789 16 5,05 5 6 0,98 1 6
75. Positive classroom climate 789 16 5,41 6 6 0,85 1 6
76. Facilitate the access and the participation of all students 788 17 5,32 6 6 0,90 1 6
77. Share the main meal of the day with parents 791 14 4,62 5 5 1,25 1 6
78. The father/mother is at home once he/she leave work 786 19 5,03 5 6 1,05 1 6
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5. SUBJECTIVE WELL-BEING
N
Mean Median Mode St. Des. Min. Max.Valid Miss.
79. Positive attitude towards future 788 17 5,23 5 6 0,91 1 6
80. Positive attitude toward problems 790 15 5,40 6 6 0,80 1 6
81. Positive attitude to live 787 18 5,52 6 6 0,77 1 6
82. Ability to enjoy everyday life 789 16 5,48 6 6 0,75 1 6
83. Ability to assess his/her success 785 20 5,43 6 6 0,82 2 6
84. Ability to strive and improve 783 22 5,54 6 6 0,73 1 6
85. Ability to recognize his/her failures 787 18 5,41 6 6 0,83 1 6
86. Child's assessment of his capabilities 785 20 5,31 6 6 0,83 1 6
87. Child's perception of his relationship with his peers 782 23 5,26 5 6 0,85 1 6
88. Child's perception of his relationship with his brothers and sisters 784 21 5,27 5 6 0,87 1 6
89. Child's perception of his relationship with his parents 789 16 5,41 6 6 0,83 1 6
90. The child is apathy, with low mood and/or depressed 788 17 4,89 6 6 1,62 1 6
91. The child feels physical discomfort 790 15 4,71 5 6 1,60 1 6
82. Positive feeling toward school 789 16 5,02 5 6 1,01 1 6
93. Child's perception of his educational relationship with teachers, educators, counselors, etc. 786 19 4,97 5 5 0,97 1 6
94. Skeptical attitude towards future 789 16 4,66 5 5 1,33 1 6
95. Child's perception about how others see him 794 11 5,03 5 6 1,01 1 6
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4. Results
We have examined differences in perceptions of child well-being in terms of students’ personal characteristics (Variance and Scheffé’s analysis)
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5. Discussion
Future education professionals assessed…
- are highly sensitive with respect children’s well-being, all along its five key dimensions,
- and have persistent previous ideas respecting children’s well-being.
Some parallelisms can be drawn between Spanish results in the Innocenti Report Card 2007 and the results we have obtained in the present research.
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Perceptions of Future Teachers and Education Professionals about Five Key
Dimensions of Child Well-Being
Bianca Thoilliez, Enrique Navarro, Esther López and Eva ExpósitoBianca Thoilliez, Enrique Navarro, Esther López and Eva Expósito
3rd ISCI Conference, York 27-29 July 2011
L ● I ● P ● S
Laboratory of Ideas and Pedagogical Studies