School Intervention: An experience focused on Initial Education teachers

ISON, MIRTA SUSANA; GONZÁLEZ, DANIELA FERNANDA

San Francisco

Simposio; 2022 Oxford Symposium in School-Based Family Counseling Webinar; 2022

SCHOOL-BASED FAMILY COUNSELING

Family and school are the main development contexts that collaborate to make learning accessible. Specifically, the role of the teacher in initial education is very relevant to promoting and favoring all areas of child development. Our research team has been working in coordination with the Initial Education Directorate, province of Mendoza, Argentina, facilitating and optimizing educational trajectories in children aged 4 and 5 through the application of a program for the strengthening of socio-cognitive and emotional skills (PHSCE) in their students. This program was implemented by teachers as part of activities carried out in the classroom, integrated into the school curriculum. The main objective was to explore the grade of acceptance of teachers regarding the training process done by our team both before and during the pandemic, with anonymous online survey answered by teachers. The sample consisted of 56 initial-level teachers, with results indicating pre-pandemic acceptance by 79.1% of teachers, increasing 96,9%. during the pandemic Both groups felt the PHSCE should continue to be applied. This proposal, aligned with the theoretical model of SBFC, it aims to help children strengthen socio-cognitive and emotional functioning, promoting the engagement and involvement of teachers. (En página