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Teachers Facilitating Support for Young Children Experiencing Parental Separation and Divorce.
- Source :
- Journal of Child & Family Studies; Oct2015, Vol. 24 Issue 10, p2841-2852, 12p, 1 Diagram, 1 Chart
- Publication Year :
- 2015
-
Abstract
- This paper reports on a study of Australian early childhood teachers' pedagogical practices with young children experiencing parental separation and divorce. Twenty-one semi-structured interviews and a focus group were conducted to explore the actions of teachers to support young children experiencing parental separation and divorce. A grounded theory approach was used to analyse data. Teachers reported actions that were focussed on constructing emotional, behavioural, and academic support for young children, as well as forming partnerships with parents, school personnel, and community members to assist. Results are discussed in terms of the implications for professional practice. [ABSTRACT FROM AUTHOR]
- Subjects :
- EARLY childhood teachers
EDUCATION of children of divorced parents
EARLY childhood education -- Social aspects
EARLY childhood education
SCHOOL social work
TEACHER-student relationships
PSYCHOLOGICAL adaptation in children
DIVORCE & psychology
EDUCATIONAL counseling
FOCUS groups
INTERVIEWING
RESEARCH methodology
STATISTICAL sampling
TEACHERS
JUDGMENT sampling
DATA analysis
OCCUPATIONAL roles
SOCIAL support
CHILDREN
Subjects
Details
- Language :
- English
- ISSN :
- 10621024
- Volume :
- 24
- Issue :
- 10
- Database :
- Complementary Index
- Journal :
- Journal of Child & Family Studies
- Publication Type :
- Academic Journal
- Accession number :
- 109308350
- Full Text :
- https://doi.org/10.1007/s10826-014-0088-0