Percepção de Factores de Risco e de Protecção ao Desenvolvimento Infantil: O Papel do Educador

Abstract

This paper aims to study the question of resilience within a school context, more specifically the perceptions of educators regarding risk factors and protection factors of child development which can lead to educational resilience. The main goal is to analyze the perception that educators may have of the different factors and to verify if there is any link between their perceptions and their educational practices and therefore if educators are indeed promoters of educational resilience through their own practice. Accordingly we will also evaluate the different types of practices implemented and valued by kindergarten educators in order to analyze possible differences in function of variables such as the age of the educator, employment conditions, type of school (public, private or IPSS) and area of work (rural or urban). Three instruments conceived for this purpose were used, a “Social-Demographic Data File”, a “Characterization of Educational Practices Questionnaire” (QCPE) and “Perception of Risk Factors and of Protection of Child Development Questionnaire” (QPFRPDI). The subjects of this study were 139 kindergarten educators from different schools in the center geographic area of the country. The results suggest that educators, generally speaking, have a perception of risk and protection factors and of child’s development. Moreover, no significant differences were found regarding the variables considered in this study. In what concerns to the dimension of the educational practice it was clear that some practices (e.g.,“Activities Planning”), are implemented more often and others (e.g., “Parent’s Participation”). Significant differences in the adoption of certain educational practices are evident based on employment conditions, age of educators and place of work. In what regards to the link between perception of risk factors and protection to development, and educational practices, we can say that such link does not exist, with the exception to the practice “Parent’s Participation” and the factor “Community Characteristics”. In short, a discrepancy is evident between the conceptions and practice of educators.