Studies in Social Science
Alexandros Argyriadis; Olga Drakopoulou; Agathi Argyriadi
Abstract
The literature consistently emphasizes the significance of primary formal education in addressing social inequalities, fostering inclusivity, reducing stereotypes, and promoting critical thinking regarding discrimination, violence, and prejudice. However, the lack of specialized undergraduate studies ...
Read More
The literature consistently emphasizes the significance of primary formal education in addressing social inequalities, fostering inclusivity, reducing stereotypes, and promoting critical thinking regarding discrimination, violence, and prejudice. However, the lack of specialized undergraduate studies for teachers raises questions about their cultural competence and their ability to effectively teach and cultivate appropriate attitudes and values. This research aimed to evaluate the cultural competence skills of preschool teachers, explore social inequalities, and develop an intervention plan. A quantitative study was conducted, involving the translation and validation of a cultural competence measurement scale, which was then administered to preschool teachers. The survey included 532 participants, consisting of 500 women and 32 men, with 27 individuals having received training or postgraduate specialization in intercultural education. Data analysis was performed using SPSS (v. 28). The study revealed that teachers possess a high level of knowledge in cultural matters and demonstrate good cultural awareness; however, their cultural abilities are limited. The survey results provide valuable insights for ongoing intervention design. In conclusion, while preschool teachers exhibit satisfactory theoretical knowledge of cultural work, weaknesses are identified in the acquisition of skills, attitudes, and behaviors.
Studies in Social Science
Alexandros Argyriadis; Olga Drakopoulou; Maria Athanasekou; Agathi Argyriadi
Abstract
The present research highlights the negative effects of the COVID-19 pandemic crisis on the entire population. However, greater signs of stress and inadequate self-management of children's emotions have been reported during childhood. This study aimed to design and implement an educational intervention ...
Read More
The present research highlights the negative effects of the COVID-19 pandemic crisis on the entire population. However, greater signs of stress and inadequate self-management of children's emotions have been reported during childhood. This study aimed to design and implement an educational intervention titled "A Dragon with 19 Flying Wisps," targeting preschool students with typical and non-typical development. The ultimate goal was to promote students' mental health, help them manage their emotions during the pandemic, and support their overall development. The ethnographic method was employed, allowing for data collection through various means and facilitating multi-level data exchange and interaction. The study sample included 210 students, with 159 exhibiting typical development and 51 attending special schools or inclusion classes. The intervention yielded several positive outcomes, including student engagement, the tool adaptation into an inclusive resource for students with disabilities, the incorporation of new technologies, the academic advancement of schools, and the creation of a more supportive environment for managing pandemic-related challenges and students' emotions effectively. In conclusion, the intervention successfully achieved its goals and sparked interest from other schools, leading to its expansion beyond the initial implementation. This positive response can be attributed to the intervention's design and the chosen research methodology.
