1. 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 27-29 July 2011 L ● I ● P ● S Laboratory of Ideas and Pedagogical Studies

2. 1. Introduction

3. - 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.

4. 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).

5. 3. Sample description - 805 undergraduate students attending three different Spanish teacher training programmes.

6. 3. Sample’s description

7. 4. Results

8. 1. MATERIAL WELL-BEING N MeanMedianModeSt. Des.Min.Max. ValidMiss. 1. Cultural activities in family80505,07560,9616 2. Mother's educational level80234,21441,1616 3. Father's educational level80144,19441,1316 4. Number of books at home80144,46551,1916 5. Do trips during the holidays80144,13441,2516 6. Unemployment situation of one parent79873,82431,4316 7. Number of persons who work in the household80054,03441,2616 8. Annual household income80144,04441,1816 9. The mother is housewife or the father is househusband795103,79441,5416 10. Have more than one car79872,45211,3516 11. Have a second home79782,12211,2016 12. Have a computer with internet connection79964,24441,3116 13. The child have his/her own room79784,26451,3916 14. House size79963,34331,2316

9. 2. HEALTH AND SAFETY N MeanMedianModeSt. Des.Min.Max. ValidMiss. 15. Suffer bullying80055,30661,5616 16. Live in a violent family environment79965,29661,5716 17. Watch violent movies79964,55561,5816 18. Live in a violent neighborhood79784,67561,4916 19. Change partners so frequently (promiscuity)79964,41561,5716 20. Consume toxic substances79965,09661,6016 21. Attend school fightings79874,53561,5416 22. Watch TV without adult supervision79874,29551,4316 23. Have suffered abuse situation793125,27661,5916 24. Have suffered mistreatment79785,30661,5416 25. Have a disability79874,12441,4316 26. Have special education needs79874,20451,4016 27. Suffering from severe chronic disease (cardiovascular disease, diabetes)795104,12441,4016 28. Attend for eye examinations79783,92441,5016 29. Receive care by a pediatrician (vaccinations, annual reviews)80054,43561,5416 30. Access to health services80055,14661,2316 31. Attend for oral examinations80144,28461,4416 32. Good personal hygiene (washing hands, brushing teeth)80055,24661,0316 33. Balanced and varied diet80055,14561,0316 34. Provide a content filtering systems to have access to the Internet and social networks79874,67561,2916 35. Do some sport regularly79964,86551,0316 36. Live under optimal hygiene conditions79965,44660,8316

10. 3. EDUCATIONAL WELL-BEING N MeanMedianModeSt. Des.Min.Max. ValidMiss. 37. Use sports and leisure facilities in the school (pool, gym, sports)793124,42551,1716 38. Use sports and leisure facilities close to home79784,38451,1116 39. Make activities in cultural centers79964,38451,1016 40. Use educational facilities in the school794114,51551,1216 41. Make extracurricular activities (sports, music, dance)79784,48551,0816 42. Satisfactory performance in mathematics79694,31441,1516 43. Satisfactory performance in language79964,48551,1016 44. Satisfactory performace in science79784,31451,1316 45. Satisfactory performace in second language79964,51551,2116 46. Receive professional training784214,82561,1116 47. Teamwork among teachers786195,13560,9816 48. Educational principles shared for the educational community784215,23661,0016 49. Fluid communication between teachers783225,07561,0416 50. Participation of parents in their children's educational progress789165,55660,7716 51. Participation of pupils in the school management79874,38551,2916 52. Parents' participation in schools associations79874,10441,3916 53. Participation of students in stimulating and organizing activities in the school79694,50551,2016 54. Repeat one or more courses in Primary Education789164,19551,5916 55. Repeat one or more courses in Secondary Education79694,13451,4816 56. Leave school without having completed compulsory education794114,70661,8116 57. Get a job according to the educational level79695,03561,0716 58. Enrollment in higher education79874,85561,1416 59. Be enrolled in school before the age of 6789164,98561,2516

11. 4. RELATIONSHIPS WITH THEIR ENVIRONMENT N MeanMedianModeSt. Des.Min.Max. ValidMiss. 60. Belong to a step family793123,62431,5316 61. Belong to a homosexual family792133,25311,6916 62. Belong to a nuclear family791143,52441,6916 63. Belong to a single-parent family794113,48441,6016 64. Have a good relationship with other family members (uncles, cousins, grandparents)792134,63561,3616 65. Spend time with parents doing any activity794115,32660,9316 66. Have a fluid communication with parents792135,49660,8316 67. Establish relationships with friends outside of school790155,34660,8916 68. Spend time interacting with peers (classmates, neighbors, relatives)794115,37660,8416 69. Participate in social activities or projects794114,78551,0716 70. Participate in activities related to the protection and care for environment788174,58551,1516 71. Do sports and leisure activities on the environment788174,73551,0516 72. The family participate in some community association (neighborhood associations, social club, church, NGOs)790153,56441,3916 73. Be integrated with peers into the classroom791145,47660,7616 74. Receiving help from parents on homework789165,05560,9816 75. Positive classroom climate789165,41660,8516 76. Facilitate the access and the participation of all students788175,32660,9016 77. Share the main meal of the day with parents791144,62551,2516 78. The father/mother is at home once he/she leave work786195,03561,0516

12. 5. SUBJECTIVE WELL-BEING N MeanMedianModeSt. Des.Min.Max. ValidMiss. 79. Positive attitude towards future788175,23560,9116 80. Positive attitude toward problems790155,40660,8016 81. Positive attitude to live787185,52660,7716 82. Ability to enjoy everyday life789165,48660,7516 83. Ability to assess his/her success785205,43660,8226 84. Ability to strive and improve783225,54660,7316 85. Ability to recognize his/her failures787185,41660,8316 86. Child's assessment of his capabilities785205,31660,8316 87. Child's perception of his relationship with his peers782235,26560,8516 88. Child's perception of his relationship with his brothers and sisters784215,27560,8716 89. Child's perception of his relationship with his parents789165,41660,8316 90. The child is apathy, with low mood and/or depressed788174,89661,6216 91. The child feels physical discomfort790154,71561,6016 82. Positive feeling toward school789165,02561,0116 93. Child's perception of his educational relationship with teachers, educators, counselors, etc.786194,97550,9716 94. Skeptical attitude towards future789164,66551,3316 95. Child's perception about how others see him794115,03561,0116

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

14. 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.

15. 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 27-29 July 2011 L ● I ● P ● S Laboratory of Ideas and Pedagogical Studies