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Arthropods are part of important functional groups in soil food webs. Recognizing these arthropods and understanding their function in the ecosystem as well as when they are active is essential to understanding their roles. In the present work, the abundance and diversity of soil arthropods is examined in olive groves in the northeast region of Portugal during the spring. Five classes of arthropods were found: Chilopoda, Malacostraca, Entognatha, Insecta, and Arachnida. Captures were numerically dominated by Collembola within Entognatha, representing 70.9% of total captures. Arachnida and Insecta classes represented about 20.4 and 9.0%, respectively. Among the predatory arthropods, the most representative groups were Araneae and Opiliones from Arachnida, and Formicidae, Carabidae, and Staphylinidae from Insecta. From the Formicidae family, Tetramorium semilaeve (Andre 1883), Tapinoma nigerrimum (Nylander 1856), and Crematogaster scutellaris (Olivier 1792) were the most representative ant species. Arthropods demonstrated preference during the day, with 74% of the total individuals recovered in this period, although richness and similarity were analogous during the day and night.

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The teaching personal and social responsibility (TPSR) model has been considered a valuable tool for children to reach their full potential in life. However, little research has been conducted with the TPSR model in preschool contexts. The purpose of the present study was to understand the experiences of a program leader while implementing a TPSR-based program within a preschool setting. The participants were 24 children with 5 years of age attending a school located in the north of Portugal, and the program leader. Data sources included reflexive journaling, field notes and participant observations. Findings suggest the TPSR model could be adapted and implemented with preschool children. However, there is a need to consider specific adaptations to develop TPSR-based interventions and facilitate responsibility outcomes. This study provided a novel understanding of how TPSR may be implemented in a preschool context to foster social and emotional learning and enhance school readiness.