Literaturnachweis - Detailanzeige
Autor/inn/en | Andersson Søe, Martina; Schad, Elinor; Psouni, Elia |
---|---|
Titel | 'Distance Creates Distance': Preschool Staff Experiences and Reflections Concerning Preschool Introduction during the COVID-19-Pandemic |
Quelle | In: International Journal of Early Years Education, 31 (2023) 1, S.153-169 (17 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Andersson Søe, Martina) ORCID (Schad, Elinor) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0966-9760 |
DOI | 10.1080/09669760.2022.2025584 |
Schlagwörter | Foreign Countries; Preschool Teachers; School Orientation; Pandemics; COVID-19; Emergency Programs; Disease Control; Proximity; Personal Space; Health Behavior; Occupational Safety and Health; School Safety; Experience; Teacher Student Relationship; Parent Teacher Cooperation; Interaction; Trust (Psychology); Sweden Ausland; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Hilfsprogramm; Lebensnähe; Intimsphäre; Health behaviour; Gesundheitsverhalten; Occupational safety; Arbeitssicherheit; Erfahrung; Teacher student relationships; Lehrer-Schüler-Beziehung; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Interaktion; Schweden |
Abstract | The social restrictions during the COVID-19 pandemic have challenged many aspects of preschool everyday life. Particularly vulnerable to these restrictions is the aspect of introducing new children to preschool, since preschool introduction constitutes a natural arena for establishment of preschool staff's relationships with children and their parents. Based on analysis of open-ended survey data (N = 465), the present study explores how Swedish preschool staff has experienced and dealt with the pandemic restrictions during preschool introduction. Our qualitative analysis resulted in three categories and six subcategories, including results demonstrating that social distancing-restrictions accentuate the importance of engaging relationally with the families, while simultaneously constituting a disconcerting complication since the physical distance constrains the important relationship-building between staff and parents. Moreover, the children seem to interpret the parent-staff physical distance as relational distance, which negatively affects their emerging relationship to preschool staff. Our results also show that how parental participation is organised during preschool introduction may be of critical importance for staff-child relational establishment, providing insights for researchers and practitioners in the field valuable to consider also in a non-pandemic context. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |