Search

The transition to formal education is a critical transition in children's lives that has importance for socio-emotional and behavioral functioning. In the transition process, teachers are key players who work intensively with children and their families. This article focuses on teachers' perceptions of children´s socio-emotional behavior during the transition from preschool to primary school. We collected qualitative teacher interviews from 112 teachers from five different countries--Australia, China, Finland, Japan and Spain. The research questions were: (1) How do teachers in the five countries perceive children's abilities in expressing and regulating emotions; (2) How are children's emotions linked to their family relationships?; and (3) What similarities and differences across countries exist in teachers' perceptions of children's emotions? Overall, the interviewed teachers considered children's emotional skills of crucial importance in the first grade and emphasized the importance of teaching children emotional skills, emotion management and regulation. The teachers reported that children can be stressed, worried or anxious during the transition. The educators also reported that transitions in the family such as parental divorce, the birth of a sibling or the death of a family member can manifest in children at school as restlessness, excitement, sadness or instability. Similarities and differences in the emphasis placed on children's emotions by teachers were found across the five countries. We interpret these results to reflect differences in teacher education, school culture, resources and teachers' freedom of choice in the educational system in the different participating countries. These factors all impact on how teachers think about children and emotions.

Big Breasts and Wide Hips is one of Mo Yan's most acclaimed novels. The author was born and raised in the hinterland of Qingdao, the former German colony of Tsingtau, in NE China. European and foreign influences impacted on this rural territory, which at the onset of the 20th century preserved an ancestral genuineness. Exploiting this background and his own vital development, the Nobel laureate spins a narrative that spans the whole century and offers an alternative historical view of a tumultuous China. The main narrative voice, an ever-immature man, Jintong (the Golden baby), never leaves this tiny spot for his story-telling. But the novel reaches new summits in the Chinese literature through a bold feminist and feminine approach. Chinese fairy tales, South-American magical realism and a personal style combine to create an epic that transcends borders. [ABSTRACT FROM AUTHOR]