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 July 2011 L ● I ● P ● S Laboratory of Ideas and Pedagogical Studies

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/ 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/ Likert evaluation scale with six possible levels of answer (1>6) which we have applied to a broader sample (n=805).

3. Sample description undergraduate students attending three different Spanish teacher training programmes.

3. Sample’s description

4. Results

1. MATERIAL WELL-BEING N MeanMedianModeSt. Des.Min.Max. ValidMiss. 1. Cultural activities in family80505,07560, Mother's educational level80234,21441, Father's educational level80144,19441, Number of books at home80144,46551, Do trips during the holidays80144,13441, Unemployment situation of one parent79873,82431, Number of persons who work in the household80054,03441, Annual household income80144,04441, The mother is housewife or the father is househusband795103,79441, Have more than one car79872,45211, Have a second home79782,12211, Have a computer with internet connection79964,24441, The child have his/her own room79784,26451, House size79963,34331,2316

2. HEALTH AND SAFETY N MeanMedianModeSt. Des.Min.Max. ValidMiss. 15. Suffer bullying80055,30661, Live in a violent family environment79965,29661, Watch violent movies79964,55561, Live in a violent neighborhood79784,67561, Change partners so frequently (promiscuity)79964,41561, Consume toxic substances79965,09661, Attend school fightings79874,53561, Watch TV without adult supervision79874,29551, Have suffered abuse situation793125,27661, Have suffered mistreatment79785,30661, Have a disability79874,12441, Have special education needs79874,20451, Suffering from severe chronic disease (cardiovascular disease, diabetes)795104,12441, Attend for eye examinations79783,92441, Receive care by a pediatrician (vaccinations, annual reviews)80054,43561, Access to health services80055,14661, Attend for oral examinations80144,28461, Good personal hygiene (washing hands, brushing teeth)80055,24661, Balanced and varied diet80055,14561, Provide a content filtering systems to have access to the Internet and social networks79874,67561, Do some sport regularly79964,86551, Live under optimal hygiene conditions79965,44660,8316

3. EDUCATIONAL WELL-BEING N MeanMedianModeSt. Des.Min.Max. ValidMiss. 37. Use sports and leisure facilities in the school (pool, gym, sports)793124,42551, Use sports and leisure facilities close to home79784,38451, Make activities in cultural centers79964,38451, Use educational facilities in the school794114,51551, Make extracurricular activities (sports, music, dance)79784,48551, Satisfactory performance in mathematics79694,31441, Satisfactory performance in language79964,48551, Satisfactory performace in science79784,31451, Satisfactory performace in second language79964,51551, Receive professional training784214,82561, Teamwork among teachers786195,13560, Educational principles shared for the educational community784215,23661, Fluid communication between teachers783225,07561, Participation of parents in their children's educational progress789165,55660, Participation of pupils in the school management79874,38551, Parents' participation in schools associations79874,10441, Participation of students in stimulating and organizing activities in the school79694,50551, Repeat one or more courses in Primary Education789164,19551, Repeat one or more courses in Secondary Education79694,13451, Leave school without having completed compulsory education794114,70661, Get a job according to the educational level79695,03561, Enrollment in higher education79874,85561, Be enrolled in school before the age of ,98561,2516

4. RELATIONSHIPS WITH THEIR ENVIRONMENT N MeanMedianModeSt. Des.Min.Max. ValidMiss. 60. Belong to a step family793123,62431, Belong to a homosexual family792133,25311, Belong to a nuclear family791143,52441, Belong to a single-parent family794113,48441, Have a good relationship with other family members (uncles, cousins, grandparents)792134,63561, Spend time with parents doing any activity794115,32660, Have a fluid communication with parents792135,49660, Establish relationships with friends outside of school790155,34660, Spend time interacting with peers (classmates, neighbors, relatives)794115,37660, Participate in social activities or projects794114,78551, Participate in activities related to the protection and care for environment788174,58551, Do sports and leisure activities on the environment788174,73551, The family participate in some community association (neighborhood associations, social club, church, NGOs)790153,56441, Be integrated with peers into the classroom791145,47660, Receiving help from parents on homework789165,05560, Positive classroom climate789165,41660, Facilitate the access and the participation of all students788175,32660, Share the main meal of the day with parents791144,62551, The father/mother is at home once he/she leave work786195,03561,0516

5. SUBJECTIVE WELL-BEING N MeanMedianModeSt. Des.Min.Max. ValidMiss. 79. Positive attitude towards future788175,23560, Positive attitude toward problems790155,40660, Positive attitude to live787185,52660, Ability to enjoy everyday life789165,48660, Ability to assess his/her success785205,43660, Ability to strive and improve783225,54660, Ability to recognize his/her failures787185,41660, Child's assessment of his capabilities785205,31660, Child's perception of his relationship with his peers782235,26560, Child's perception of his relationship with his brothers and sisters784215,27560, Child's perception of his relationship with his parents789165,41660, The child is apathy, with low mood and/or depressed788174,89661, The child feels physical discomfort790154,71561, Positive feeling toward school789165,02561, Child's perception of his educational relationship with teachers, educators, counselors, etc ,97550, Skeptical attitude towards future789164,66551, Child's perception about how others see him794115,03561,0116

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 Expósito 3rd ISCI Conference, York July 2011 L ● I ● P ● S Laboratory of Ideas and Pedagogical Studies