Prevention Practice of Stress in Preschool Education: Educators’ Perception

Abstract

In the context of pre-school, Educators have an important role in the planning of educational facilitators of child involvement practices. This study aims to identify an educational practice that acts in stress prevention. The sample was composed by 300 Educators who responded to the subscale Educational Practices for Dealing with Stress in Childhood (EPELSI) of P2SEPE Protocol (Gomes & Pereira, 2009), which seeks to identify educational practices that educators develop to deal with children under stress. The results showed statistically significant differences between the pedagogical practice planning time and planning of cooperation activities between the school/family and prevention activities. Also the teaching experience influences the practices that work in promoting the welfare of children, but educators that are under 12 years of service are the ones who develop them in their praxis. However educators with more than 26 years of duty plan activities related to cooperation school / family, prevention activities and psychoeducational planning for prevention of stress. They will be discussed further implications for teaching and training of these professionals.

Keywords: Stress, Preschool education, Educational practices, Stress prevention