Nurture Corners in Preschool Settings: Involving and Nurturing Children and Parents

Autor/inn/en	Stone, Kelly; Burgess, Cheryl; Daniel, Brigid; Smith, Joanna; Stephen, Christine
Titel	Nurture Corners in Preschool Settings: Involving and Nurturing Children and Parents
Quelle	In: Emotional & Behavioural Difficulties, 22 (2017) 4, S.383-396 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-2752
DOI	10.1080/13632752.2017.1309791
Schlagwörter	Qualitative Research; Attitude Measures; Preschool Teachers; Preschool Education; Parent Attitudes; Teacher Attitudes; Teaching Methods; Child Development; Well Being; Preschool Children; Foreign Countries; Social Development; Emotional Development; Child Behavior; Intervention; Interviews; United Kingdom (Glasgow) + Suchen Sie Ihr Suchwort? Qualitative Forschung; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Elternverhalten; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Kindesentwicklung; Well-being; Wellness; Wohlbefinden; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Ausland; Soziale Entwicklung; Gefühlsbildung; Interviewing; Interviewtechnik
Abstract	This article draws on the findings from a small qualitative study which focused on gathering perspectives and accounts of experiences from nursery practitioners, health and third sector professionals and parents. It explored the ways in which parents/carers and practitioners experienced the nurture approach developed in preschool settings in Glasgow, Scotland and their perspectives on the impact that this provision has had on the development and well-being of young children and family engagement in learning. The findings provided some insights into the specific ways in which settings involved parents and worked towards developing a nurturing ethos towards parents themselves, underpinned by the following three elements: a welcoming setting, sensitive and empathic staff and creative practice. The particular characteristics of these three elements seemed to support some parents in developing the parenting skills which were required to consolidate the benefits experienced by their children. These benefits included parents being supported to replicate some of the practices at home and becoming more involved in their children's learning. The study identified challenges for some nurseries in achieving this, such as the limited scope for nurture corner practitioners in some of the settings to fully utilise their skills with parents due to accommodation constraints. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01