Resilience is a personal characteristic or trait that is revealed in situations in which the individual shows high adaptation mechanisms. It is not a state of stress immunity but the ability to adapt to different circumstances. This characteristic is highly important for future teachers and their teaching activities. To analyze resilience levels of future teachers of nursery, primary and secondary education. First, this study is ainstrumental research carried out to revalidate the CD-RISC (Connor-Davidson Resilience Scale) for teachers in training, and second, based on the foregoing results, it is a non-experimental empirical study. The participants were 373 students of degrees in Early Childhood Education, Primary Education, and a Master’s Degree in Secondary Education from two Spanish Universities and a Chilean university. Exploratory and a confirmatory factorial analysis were sequentially used to identify the number and composition of factors, and central tendency and dispersion tests, analysis of variance, and effect size were calculated. The programs and statistical tests used were SPSS.22, FACTOR.10.8.01, M-Plus.7.3, and G*Power 3.1.9.2. The instrumental research revealed a bifactorial distribution, resistant personality, resources and control. Females, older individuals, and those who attend primary education showed higher resilience levels than males, younger people, and children in early childhood education.

Factors such as social change and increasing urbanization processes in the early years of the 21st century have caused a reduction in the amount of time that children devote to leisure activities in the open-air, resulting in more sedentary lifestyles than children in previous decades. An education in healthy habits from early ages to increase children’s physical and mental well-being together with their level of cultural knowledge contributes to the acquisition of a Leisure Culture that allows children to perceive the close environment as a scene for learning and enjoyment. It is thus be necessary for schools to foster pedagogical experiences, taking the physical and cultural environment as teaching resources. An innovation project is proposed which will be implemented with 25 university students from the School of Teacher Training and Education at the University of Oviedo (Oviedo, Spain). The project will consist of the proposal of educational itineraries through the city of Oviedo and Mount Naranco. As teachers-to-be, students must combine knowledge of the related areas and generate inter-disciplinary activities throughout the routes that will foster respect for the environment and leisure based on culture and physical activity, attitudes that they will transmit to their own students in the future.

This paper shows the experience developed in the compulsory subject Expression Laboratory of the 4th year of the Early Childhood Education Teaching Degree at the University of Oviedo within the Innovation Project Art Education and Sensitive Tools for Early Childhood Education (PINN-20-A-056). An optional project that was developed online during the first term of 2020-2021. It was developed in a stressful situation for the students, an educational context of distance learning, in which they felt stress and pandemic fatigue (Covid-19), with the additional disadvantage of not having common physical spaces in which to develop the artistic work of the subject in a context of didactics for Early Childhood Education. The objective was to integrate activities related to sensory stimuli and the well-being of people through the Visual Arts. To this end, a group of N=115 pupils were given the tools of art therapy and other disciplines. With a qualitative methodology, through semi-structured interviews, activities and questionnaires, the results were measured. The results are considered to have been positive, with an increase in motivation towards Art Education subjects. In conclusion, Art Therapy, Music Therapy and Mindfulness generate moments of relaxation and reduce anxiety in students.

Divergent thinking is a key educational skill associated with cognitive and pre-literacy abilities. However, the limited research conducted with preschool populations makes it difficult to draw firm conclusions and to inform curriculum changes at early ages. This study aimed to (1) examine sex and school grade differences in divergent thinking at this stage, and (2) analyze the explanatory power of creative variables for preliteracy skills in second-cycle preschool students. A total of 80 children aged 3 to 5 years (M = 4.44; SD = 0.57) participated in this study. They completed an ad hoc figurative drawing test based on widely used instruments created for older age groups. More specifically, this test assessed fluency, flexibility, originality, and elaboration (Cronbach’s alpha = 0.89). Additionally, the AEI-R battery was administered to evaluate cognitive and pre-literacy skills. Multivariate analyses revealed only limited sex-related differences in divergent thinking variables, while no statistically significant differences emerged by grade level. Furthermore, hierarchical regression analysis indicated that creative elaboration offered incremental explanatory power, contributing uniquely and significantly to the variance in pre-literacy skills. Overall, these findings suggest associations between specific dimensions of divergent thinking and cognitive and pre-literacy variables in early childhood.