Teacher-Child Relationships Narrated by Parents of Children with Difficulties in Self-Regulation

Autor/inn/en	Rautamies, Erja; Poikonen, Pirjo-Liisa; Vähäsantanen, Katja; Laakso, Marja-Leena
Titel	Teacher-Child Relationships Narrated by Parents of Children with Difficulties in Self-Regulation
Quelle	In: Early Child Development and Care, 186 (2016) 11, S.1846-1858 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2015.1135429
Schlagwörter	Teacher Student Relationship; Early Childhood Education; Self Control; Self Management; Well Being; Questionnaires; Foreign Countries; Personal Narratives; Child Care Centers; Parent Child Relationship; Child Behavior; Semi Structured Interviews; Qualitative Research; Finland + Suchen Sie Ihr Suchwort? Teacher student relationships; Lehrer-Schüler-Beziehung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Selbstbeherrschung; Selbstmanagement; Well-being; Wellness; Wohlbefinden; Fragebogen; Ausland; Erlebniserzählung; Child care facilities; Child care services; Kinderzentrum; Kinderbetreuung; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Qualitative Forschung; Finnland
Abstract	This study addresses the relationships between teachers and children (four to six years old) with difficulties in self-regulation from the parent's point of view. Narratives were constructed in 21 interviews with parents of children who have difficulties in self-regulation. The study focused on two questions: (i) What kinds of teacher-child relationships can be identified in the parents' narratives? and (ii) How is the child positioned in this relational context? The teacher-child relationships found were labelled neutral, problematic and caring. Within these categories, the child was positioned in nine ways ranging from the child as troublesome to the child as unique. The study offers tools for analysing the teacher-child relationship. It helps to understand this relationship from the parental point of view, thereby contributing to the objective of supporting the development and well-being of children in the early childhood education context in cooperation with their parents. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01