Resumo

OLAYA TORRES, Adriana Julieth et al. Mindfulness to Improve Female Preschool Teachers’ Sensitivity. Educ. Educ. [online]. 2022, vol.25, n.3, e2534.  Epub 11-Maio-2023. ISSN 0123-1294.  https://doi.org/10.5294/edu.2022.25.3.4.

The present study seeks to implement a mindfulness-based intervention program to improve preschool teachers’ sensitivity. A pretest/posttest-type quasi-experimental design was followed, using the Q-Sort assessment of teacher sensitivity. Ten preschool teachers from three public and seven private schools in Ibagué (Colombia) participated. The results show significant differences in the teachers’ sensitivity after taking part in the intervention program, suggesting that their ability to identify, interpret, and respond promptly to the needs of children improved remarkably. However, the public school teachers had lower levels before the intervention, and although they improved after participation, their scores were not high. The findings reveal the need to provide professional development alternatives for preschool teachers to achieve comprehensive and responsible performance in care tasks that favor the quality of classroom processes.

Palavras-chave : Educational quality; child development; early childhood education; teacher education; mindfulness.

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