Communication and Mental Health Promotion in Early Childhood Education

2020 ◽  
Author(s):  
Panagiotis J. Stamatis ◽  
Eleni N. Nikolaou
Keyword(s):  
Mental Health ◽  
Health Promotion ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Mental Health Promotion ◽  
Childhood Education

scholarly journals Pre-school nutrition-related behaviours at home and early childhood education services: findings from the Growing Up in New Zealand longitudinal study

2018 ◽  
Vol 21 (7) ◽  
pp. 1222-1231 ◽  
Author(s):  
Sarah Gerritsen ◽  
Sarah E Anderson ◽  
Susan MB Morton ◽  
Clare R Wall
Keyword(s):  
Health Promotion ◽  
Early Childhood ◽  
Longitudinal Study ◽  
New Zealand ◽  
Early Childhood Education ◽  
School Nutrition ◽  
Growing Up ◽  
Childhood Education ◽  
High Adherence ◽  
At Home

AbstractObjectivePre-school nutrition-related behaviours influence diet and development of lifelong eating habits. We examined the prevalence and congruence of recommended nutrition-related behaviours (RNB) in home and early childhood education (ECE) services, exploring differences by child and ECE characteristics.DesignTelephone interviews with mothers. Online survey of ECE managers/head teachers.SettingNew Zealand.SubjectsChildren (n 1181) aged 45 months in the Growing Up in New Zealand longitudinal study.ResultsA mean 5·3 of 8 RNB were followed at home, with statistical differences by gender and ethnic group, but not socio-economic position. ECE services followed a mean 4·8 of 8 RNB, with differences by type of service and health-promotion programme participation. No congruence between adherence at home and in ECE services was found; half of children with high adherence at home attended a service with low adherence. A greater proportion of children in deprived communities attended a service with high adherence, compared with children living in the least deprived communities (20 and 12 %, respectively).ConclusionsChildren, across all socio-economic positions, may not experience RNB at home. ECE settings provide an opportunity to improve or support behaviours learned at home. Targeting of health-promotion programmes in high-deprivation areas has resulted in higher adherence to RNB at these ECE services. The lack of congruence between home and ECE behaviours suggests health-promotion messages may not be effectively communicated to parents/family. Greater support is required across the ECE sector to adhere to RNB and promote wider change that can reach into homes.

scholarly journals Did that Professional Education about Mental Health Promotion Make Any Difference? Early Childhood Educators’ Reflections upon Changes in Their Knowledge and Practices

2013 ◽  
Vol 23 (2) ◽  
pp. 201-221 ◽  
Author(s):  
Helen Askell-Williams ◽  
Rosalind Murray-Harvey
Keyword(s):  
Mental Health ◽  
Health Promotion ◽  
Early Childhood ◽  
Professional Learning ◽  
Professional Education ◽  
Mental Health Promotion ◽  
Policy Makers ◽  
Education And Care ◽  
Health Promotion Initiative ◽  
The Impact

Educators are at the heart of educational reforms, such as the introduction of mental health promotion initiatives into early childhood education and care (ECEC) settings. Good quality implementation of reforms requires educators to engage in high quality professional learning: If educators have not had opportunities to gain appropriate knowledge and expertise, new initiatives may be poorly implemented and may consequently achieve limited outcomes. This article reports ECEC educators’ perspectives about the impact on their knowledge and practices of the professional education component of the KidsMatter mental health promotion initiative. Educators from 111 ECEC services across Australia contributed a range of types of data, including questionnaires about their knowledge and self-efficacy, feedback about each professional education session, and photo stories about their changed professional practices. Participants indicated that their professional learning led to changed practices in areas such as interpreting children's behaviours, interacting with children, approaching parents, and collaborating with colleagues. Participants’ photo stories illustrate how professional education that focuses on content, active learning, coherence, and collaboration can positively influence knowledge and practices. However, if such gains are to last beyond relatively highly resourced start-up phases of initiatives, professional education needs to integrate with, and draw from, the ongoing availability of other professionals such as guidance and counselling staff, who have complementary knowledge and expertise; be recognised and embedded as a core component of ECEC educators’ roles and their workplace practices; and be culturally and contextually situated. Staff accounts of the impact of their professional learning on their practices can highlight to policy-makers the practical outcomes of strong investments in professional education. Awareness by other professions of the affordances and constraints faced by ECEC educators may contribute to interdisciplinary synergies among the range of professions involved in mental health promotion in educational settings.

scholarly journals O cuidado à criança na educação infantil: um relato de experiência

2016 ◽  
pp. 32
Author(s):  
Eliabe Rodrigues de Medeiros ◽  
Alex-sandra Barbosa da Costa ◽  
Paula Fernanda Brandão Batista dos Santos
Keyword(s):  
Health Promotion ◽  
Early Childhood ◽  
Nursing Students ◽  
Early Childhood Education ◽  
Child Nutrition ◽  
Skin Diseases ◽  
Experience Report ◽  
Childhood Education ◽  
Child Health Promotion ◽  
Common Skin

O objetivo foi descrever a experiência de acadêmicos de enfermagem em um projeto de extensão universitária no âmbito da promoção à saúde da criança na educação infantil. Trata-se de um relato descritivo da experiência do projeto intitulado “O cuidado à criança nos espaços de educação infantil – uma interlocução entre saúde e educação”. O projeto desenvolveu ações clínicas e educativas com pais, educadores infantis e crianças. Os principais temas abordados foram: a afetividade no cuidado à criança, a alimentação infantil, a higienização e doenças dermatológicas mais comuns na infância, primeiros socorros etc. O desafio de construir um cuidado compartilhado entre pais e educadores infantis remete-nos para embates diários a fim de superar as barreiras que existem quanto a responsabilização pelo cuidado à criança. No entanto, esse é o enfrentamento necessário, e a academia tem proporcionado esse espaço para diálogo e construção.Descritores: Educação Infantil, Criança, Promoção da Saúde. The care of children in early childhood education: an experience report Abstract: The purpose was to describe the nursing students experience in a project university extension in health promotion of children in primary education. This is an experience report of the project entitled "the care of children in early childhood education spaces - a dialogue between health and education". The project develops clinical and educational activities with families, child educator and children. The addressed themes were affectionateness in childcare, child nutrition, hygiene and common skin diseases in childhood, first aid and others. The challenge of building a shared care between families and child educators brings us to daily struggles to overcome the barriers that exist as responsibility for childcare. However, this is the necessary coping, and the academy has provided this space for dialogue and construction.Descriptors: Childhood Education, Child, Health Promotion. El cuidado de los niños en la educación infantil: una descripción de la experiencia Resumen: Lo objetivo era describir la experiencia de los estudiantes de enfermería en un proyecto de extensión universitaria en la promoción de la salud de los niños. Descripción de la experiencia del proyecto titulado "El cuidado de los niños en las escuelas de educación infantil - un diálogo entre la salud y la educación". El proyecto desarrollado actividades clínicas y educativas con los padres, los profesorados de educación infantil y los niños. Los principales temas discutidos fueron: el afecto en el cuidado infantil, la nutrición infantil, la higiene, primeros auxilios etc. El desafío de construir un cuidado compartido entre los padres y educadores nos lleva a luchas diarias para superar las barreras que existen en la responsabilidad por el cuidado de los niños. Sin embargo, este es el afrontamiento necesario, y la academia ha proporcionado este espacio para el diálogo y la construcción.Descriptores: Educación Infantil, Niños, Promoción de la Salud.

scholarly journals Mental Health Promotion and Early Intervention in Early Childhood and Primary School Settings: A Review

2007 ◽  
Vol 1 (1) ◽  
pp. 31 ◽  
Author(s):  
Frances Kay-Lambkin ◽  
Elizabeth Kemp ◽  
Karen Stafford ◽  
Trevor Hazell
Keyword(s):  
Mental Health ◽  
Health Promotion ◽  
Early Childhood ◽  
Early Intervention ◽  
Large Scale ◽  
Teacher Educators ◽  
Emotional Health ◽  
Mental Health Promotion ◽  
Early Childhood Teacher ◽  
School Students

Response Ability is an initiative of the Australian Government Department of Health and Ageing (the Department). Since 2000, the project team has provided free multimedia resources and practical support for universities and teacher educators, addressing pre-service education for secondary teachers. The focus of the existing Response Ability resources is on the mental health and wellbeing of secondary school students. The use of these resources is designed to encourage pre-service teachers to engage with and promote social and emotional health in their teaching practices. In 2006, the Response Ability project was directed by the Department to advise how the scope of these resources could be broadened to support primary and early childhood teacher education. As part of this, a large-scale scoping study was undertaken to inform discussions about mental health promotion and early intervention strategies in primary and early childhood settings. A structured literature review was completed as part of this process, examining three key questions:

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