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

1. Introduction

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.

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).

3. Sample description

- 805 undergraduate students attending three different Spanish teacher training programmes.

3. Sample’s description

4. Results

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

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

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

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

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

4. Results

We have examined differences in perceptions of child well-being in terms of students’ personal characteristics (Variance and Scheffé’s analysis)

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.

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