Health-Promotion (HP) on Early Childhood Education (ECE) is essential for a healthy child development according to our society standards (Syson-Nibbs, 2005; Gil & Diniz, 2006, 2007, 2008; Gil, 2008; Fonseca et al, 2006). The Portuguese ECE guidelines were designed to help preschool teachers develop an appropriate practice (Vasconcelos, 2000) and encourage the HP, but the lack of follow-up studies prevents an accurate evaluation of the impact of these measures on the child learning process (OCDE, 2006). Also, there is no data regarding the exact HP issues that are presented on the various kindergartens, or even the preschool teacher’s feedback about ECE guidelines and HP topics. In Portugal, almost all preschool teachers have a diploma degree but, according to Fonseca et al (2006) the courses focusing Health under the ECE curriculum are unarticulated to other disciplines. On-going training for ECE teachers is provided mainly at Training Centres of School Associations but there is a lack of continuity and range being HP mostly taught superficially and not to the entire teacher population (Precioso, 1999). Scientific research has confirmed extensive continuous training influences teacher’s knowledge and perceptions about the importance of health education, as well as the level of comfort towards sensitive issues and the intent to teach health (Myers-Clack & Christopher, 2001). This poster focused on the preschool teacher perception of HP according to their ECE education and training and how that contributed to the implementation of HP in their classes. A two-step process of pilot study was adopted for developing and refining the analysis instrument. Questionnaire items are based on exploratory interviews to 8 preschool teachers done with the ATLAS-ti software (Muhr, 2004). The results herein presented result from data collected in the form of an on-line questionnaire. To increase instrument reliability and validity, the questionnaire was then pilot tested on a small sample of 41 Portuguese preschool teachers by late June 2007. A re-test was performed on September 2007 to validate the initial results and confidence level of α = 0.92 was achieved. Also 6 Portuguese experts in ECE evaluated the questionnaire for face and content validity. The internal consistency of the questionnaire is α = 0.83 according to Cronbach´s alpha. Descriptive results show that 85% of ECE teachers attended a health-related discipline during their education but the course name varied significantly. As expected the curricula of the different courses varied in respect to subjects related to infective diseases, basic life support, accident prevention, nutrition and hygiene. About half of the preschool teacher population tested (52%) considered insufficient the training received in their training facilities for proper HP teaching both content wise and overall dedicated time towards these topics. About 17% of the teachers replied according to a neutral position regarding this issue. For 69% of the teachers, the ECE received provided better awareness about healthy lifestyles than disease prevention. This is confirmed by a negative opinion (37%) towards on-going training in children health needs. AIDS, hepatitis and basic life support were poorly discussed according to 40% of teachers. Nutrition on the contrary was acknowledged as being the subject teachers feel better prepared and that is usually taught by them (70%). Regarding HP training, 33% of teachers attended at least one training course with over 25 hours curriculum. Saunders et al (1999) found that higher education plays a significant role in efforts to disseminate coordinated school health programs. Pre-service preparation is instrumental in determining how teachers will fare their work with children (Hill, 2000). Note: This study has been funded by the FCT -Fundação para a Ciência e Tecnologia - Foundation for Science and Technology (SFRH/ BD/ 29960/ 2006).

This research revealed that early childhood teachers were divided about the effect their academic preparation had on them including health education in the curriculum. The number of respondents who perceived and reported that they are not prepared in ECE programs to teach HP is significant to warrant further quantitative examination. Data revealed some preschools teachers are unprepared to teach about diseases prevention because their pre-service programs fail to emphasis it and they had little or no in-service workshops that focus on HP. Our data support the notion presented by Summerfield (1992) that implies poor teacher education and training as one of the major obstacles towards HP in schools. Proper update in higher education and on-going training is therefore mandatory.