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Journal of Child and Family Studies
Gepubliceerd in:

05-12-2014 | Original Paper

Teachers Facilitating Support for Young Children Experiencing Parental Separation and Divorce

Auteurs: Linda Mahony, Kerryann Walsh, Joanne Lunn, Anne Petriwskyj

Gepubliceerd in: Journal of Child and Family Studies | Uitgave 10/2015

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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.
vorige artikel Sexual Assault Among College Students: Family of Origin Hostility, Attachment, and the Hook-Up Culture as Risk Factors
volgende artikel Development and Preliminary Validation of a Parenting Self-Regulation Scale: “Me as a Parent”
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Metagegevens
Titel
Teachers Facilitating Support for Young Children Experiencing Parental Separation and Divorce
Auteurs
Linda Mahony
Kerryann Walsh
Joanne Lunn
Anne Petriwskyj
Publicatiedatum
05-12-2014
Uitgeverij
Springer US
Gepubliceerd in
Journal of Child and Family Studies / Uitgave 10/2015
Print ISSN: 1062-1024
Elektronisch ISSN: 1573-2843
DOI
https://doi.org/10.1007/s10826-014-0088-0

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