A qualitative study of early childhood educators' beliefs and practices regarding children's socioemotional development

Abstract

Existing research underscores the significance of early childhood experiences in the childcare context for the development of socioemotional skills and competencies. However, the practices adopted within childcare for the enhancement of children's socioemotional development and the factors mediating these practices are less adequately researched. The present study contributes to this understanding, through studying the perceptions of 34 educators working in childcare centres in Greece with regard to children's socioemotional development and its promotion. Results showed that although they acknowledged the significance of social and emotional competencies for children's adjustment, learning and well-being, they did not report consistent use of practices having as a goal the promotion of such skills. Explanations involve on the one hand the lack of formal policy and the existence of structural barriers and on the other hand a perception that socioemotional development is mostly affected by factors beyond their influence. Results are discussed in relation to prior research and in terms of their implications for designing interventions, curricula and staff training.

Keywords:

• early childhood
• childcare
• early childhood educators' beliefs
• early childhood educators' practices
• promotion
• socioemotional development

Acknowledgments

This research has been co-financed by the European Union (European Social Fund – ESF) and Greek national funds through the Operational Program ‘Education and Lifelong Learning’ of the National Strategic Reference Framework (NSRF) – Research Funding Program: Aristeia I. Project Title: Promotion of child psychosocial development and prevention of difficulties in the childcare context.

Notes on contributors

Kalliroi Papadopoulou, Dr, is an assistant professor of Developmental Psychology at the University of Athens, School of Education, Faculty of Early Childhood Education. Her research interests include promotion of children's psychosocial development, play, parental beliefs and parent–child joint activity and interaction. She has participated in several national and European research programmes on these topics.

Lia Tsermidou is a PhD candidate in Special and Inclusive Education at the University of Athens, School of Education, Faculty of Early Childhood Education. She is an associate researcher at the Centre for Research and Practice in Inclusive Educational Programs (Centre director: Prof. Athina Zoniou-Sideri). Her research interests include inclusive education, curricula differentiation and play.

Christina Dimitrakaki works at the Center for Health Services Research, Medical School, University of Athens since 2001. Since 2008 is also the director of the Institute of Preventive and Social Medicine, Greece. She has studied at the University of South Florida (USA) and at the University of Reading (UK). Since 2004 she is coordinating the master's course in ‘Health Promotion and Education’, University of Athens. She has published many articles in peer-reviewed journals.

Eirini Agapidaki holds a bachelor's degree in Psychology, a master's degree in Health Promotion and Education and she is a PhD candidate in the field of Mental Health Prevention and Promotion, University of Athens, Greece. She is working as a research associate in the Center for Health Services Research, Medical School of Athens.

Despoina Oikonomidou holds a bachelor's degree in Social Policy and a master's degree in Health Promotion and Health Education. She is a PhD candidate at the Medical School, University of Athens, Greece. She works as a research assistant on national and European research programmes related to health promotion and epidemiology.

Dimitra Petanidou is a pyschologist and PhD candidate at the Medical School, University of Athens, Greece. Her research interests are on topics related to the psychosocial adjustment during childhood and adolescence.

Yiannis Tountas is a professor of Social & Preventive Medicine and the Scientific director of the Health Services Research Centre, Department of Hygiene, Epidemiology & Medical Statistics, Medical School, University of Athens. He is the author of 10 books and more than 200 publications in scientific journals.

George Giannakopoulos, MD, PhD works as a child and adolescent psychiatrist at the Medical School, University of Athens. He is the author or co-author of numerous peer-reviewed journal publications in the fields of psychiatry, psychology, pediatrics and public health. His clinical and research interests focus on child psychoanalytic psychotherapy, the interplay of health and illness between parents and their offspring, and promotive interventions for child and adolescent mental health.

Notes

1 Refers to centre-based care for children up to age 5, when they enter kindergarten.

2 Public childcare in Greece is provided by the different municipalities across the country and functions under the authority of the respective municipality. For children's enrollment, priority is given to financial and social criteria, and attendance is free of charge or at a low monthly cost. Public childcare centres provide a more typical picture of preschool experiences of a broad cross-section of children, and involve children of lower SES background who may be in higher need of childcare services. Childcare educators can be four-year university graduates (preschool teachers, usually employed in kindergartens), three-year higher education graduates or two-year vocational training holders. The last two categories represent the minimum requirement for appointment as an educator or assistant educator, respectively.