Dealing with crisis: Early childhood teachers perceived role in supporting children

The study explored how two experienced early childhood teachers support children dealing with crisis in their home environment, namely divorce, domestic violence and imprisonment of parents. The focus was on the relationship between the educational environment (organisation of space, time and relationships in an ecological perspective) and children's emotional well-being. This study builds on studies in Portugal about emotional well-being (Portugal & Laevers, 2010) and about the impact on children from imprisoned parents (Afonso, 2005, Kominsky, Pinto & Miyashiro, 2005, Tavares, 2011), domestic violence (Batista, 2014, Lisboa et al., 2002, Ribeiro, 2010) and divorce (Martons, 2010, Rego, 2008). The theoretical framework was weaved with Laevers (2004) concepts of emotional well-being and involvement and Siraj-Blatchford (2002) and Figueiredo (2013) perspective of pedagogy as including different dimensions of which the educational environment is essential. In-depth interviews with both teachers and some observations of their classroom dynamics were analysed for emerging cross themes in this qualitative study. Anonymity was preserved throughout the study by the use of codes. The study was presented to the teachers and questions were presented in advance. Both teachers expressed preference for adapting existing pedagogical tools (e.g. the classroom diary) and the daily dynamic to support children instead of using special interventions. Domestic violence was seen as the most problematic situation for its repercussions. Attention to emotional well-being, a strong relationship with the child and the families was highlighted. Pedagogy was described as answering different challenges, with a strong emphasis on children's participation. Thematising teachers' pedagogical knowledge is important

Relato crítico de práticas na educação pré-escolar e 1º CEB e de investigação : organização do ambiente educativo e ação pedagógica com crianças a experienciar processos de crise

O presente Relatório Final de Estágio resulta de processos formativos realizados em contexto do 1.º Ciclo do Ensino Básico e da Educação Pré-Escolar, no âmbito do Mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico. O documento divide-se em duas grandes partes: a primeira refere-se à análise e reflexão das práticas desenvolvidas no quadro das unidades curriculares de prática de ensino supervisionada, e a segunda é dedicada ao estudo da ação pedagógica do educador de infância com crianças a experienciar processos de crise, mais concretamente, o divórcio/separação, a violência doméstica com presença de agressão conjugal e a situação de pais presidiários. A questão de investigação abordada pretende compreender a importância da organização do ambiente educativo no âmbito da intervenção do educador com crianças que vivenciam estes processos de crise. Para desenvolvermos esta investigação recorremos à observação, através de amostragens temporais de duas crianças em momentos de atividades orientadas e atividades livres, e através dos conceitos e procedimentos da avaliação do bem-estar emocional e da implicação das crianças (Portugal & Laevers, 2010). Foram ainda realizadas entrevistas semiestruturadas a educadoras de infância e mobilizadas notas de campo produzidas ao longo de todo o processo. Esta investigação assumiu, assim, um carácter qualitativo. Os resultados mostraram que apesar das crianças vivenciarem momentos de crise e terem pequenas oscilações no seu comportamento e forma de estar, são crianças sociáveis, interessadas, tendo uma enorme capacidade de resiliência face aos contextos nos quais se inserem. As educadoras entrevistadas contribuíram com uma perspetiva ampla sobre as crises apresentadas ao longo desta investigação. Os seus relatos foram fundamentais para esta investigação, porque nos permitiram contactar com contextos e metodologias diferentes, enriquecendo o nosso conhecimento.The present Training Final Report of the Master’s Degree in Preschool and Primary School Education is a result of formative processes accomplished in both primary school and preschool context. The document is divided in two parts: the first one refers to reflections and analysis of the performances developed in the curricular units of teaching practice supervision; the second one is dedicated to the study of preschool teacher’s pedagogical action with children experiencing different processes of crisis, specifically, divorce, separation, domestic violence with marital aggression and convicted parents. The approached investigation intends to understand the importance of organizing the educational atmosphere in the perspective of the educator’s intervention with children experiencing these crisis processes. Observation was used to develop this investigation, through temporal sampling of two children in both supervised and free activities and through concepts and procedures of the emotional welfare evaluation and children’s implication (Portugal & Laevers, 2010). Moreover, semi-structured interviews were conducted with preschool teachers and fieldnotes were produced along the process. Therefore, this investigation assumed a qualitative content. The results revealed that even though children experience crisis moments and have small oscillations in their behaviour and conduct, they are sociable and interested, with an enormous capacity of resilience towards the contexts in which they are inserted. The interviewed preschool teachers contributed with a wide perspective of the crisis exposed throughout this investigation. Their reports were essential to this investigation because it enables us to contact with different contexts and methodologies which enrich our knowledge