Konstantinos Petrogiannis

Konstantinos Petrogiannis, Phd.

Country coordinator for the CARE project and currently for ISOTIS Project. His main areas of research interests concern effects of early child care and education experiences (parent-child relationships; attachment behaviour; working mothers role and relationship with young children) and impact upon children's development, children’s behaviour problems and children’s resilience, adolescent transition difficulties (family-school relationships, coping and resiliency), computer use and preschool children’s socio-emotional development, Roma parents' ethnotheories and their children's development and relations to school. He has participated in a number of international research projects. He has also been involved as an external evaluator in Comenius projects regarding a cross-cultural educational training program for primary school teachers. He was team leader in two large scale projects regarding Roma children schooling inclusion and learning. Petrogiannis collaborated extensively with Prof. E.C. Melhuish (University of London and Oxford) in review studies of ECEC.

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Hellenic Open University, Patra, Greece

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Petrogiannis, K. (2003). The study of human development: the ecosystemic perspective of U. Bronfenbrenner. Athens: Kastaniotis [in Greek]

Melhuish, E.C., & Petrogiannis, K. (Eds.) (2006). Early childhood care and education: International perspectives. London: Routledge.

Dragonas, T., Androussou, A., Petrogiannis, K., & Inglessi, Ch. (1999). Évaluation d’une formation sur le terrain dans le domaine de l’éducation interculturelle. Carrefours de l’éducation, 8, 56-83.

Penderi, E., & Petrogiannis, K. (2009). Roma children's transition in the school: teachers' and roma mothers' views for children's social and cognitive compentences. Pedagogikos logos, 15(1), 91-104. [in Greek]

Penderi, E., Petrogiannis, K., & Tsioumis, K. (2009). The hypothesis of “cultural discontinuity” in the Greek primary education: An example of teachers and Roma mothers’ ideas and expectations about 1st grade students’ competencies, Session 07-S3B-D2 (38). Στο: N. Palaiologou (Ed.), Intercultural Education: Paideia, Polity, Demoi. Cd-rom Proceedings of the International Conference co-organized by the International Association for Intercultural Education (IAIE) and the Hellenic Migration Policy Institute (IMEPO), under the aegis of UNESCO. ISBN: 978-960-98897-0-4 (GR) & ISBN/EAN: 978-90-814411-1-7 (NL)

Penderi, E., & Petrogiannis, K. (2010). Roma mothers' causal attributions for the success or failure of their children in relation to school tasks. Epistemoniko vima tou daskalou, 12, 163-176. [in Greek]

Penderi, E., & Petrogiannis, K. (2011). Parental ethnotheories and customs of childrearing in two Roma urban communities in Greece: Examining the developmental niche of the 6 year old child. The Journal of Social, Evolutionary, & Cultural Psychology, 5(1), 32-50.

Petrogiannis, Κ., & Dragonas, Τ. (2013). Family support and early childhood education and care in Greece. In V. Barnekow et al. (Eds.), Improving the lives of children and young people: case studies from Europe. Copenhagen: WHO European Office.

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