Combating Violence against Children: Jordanian Pre-Service Early Childhood Teachers' Perceptions towards Child Abuse and Neglect

Autor/inn/en	Fayez, Merfat; Takash, Hanan Mahmoud; Al-Zboon, Eman Khleif
Titel	Combating Violence against Children: Jordanian Pre-Service Early Childhood Teachers' Perceptions towards Child Abuse and Neglect
Quelle	In: Early Child Development and Care, 184 (2014) 9-10, S.1485-1498 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2014.901013
Schlagwörter	Foreign Countries; Violence; Child Abuse; Preservice Teachers; Preschool Teachers; Student Teacher Attitudes; Child Neglect; Semi Structured Interviews; Thematic Approach; Teacher Role; Child Welfare; Teacher Education; Knowledge Level; Teacher Competencies; Qualitative Research; Urban Schools; Definitions; Jordan + Suchen Sie Ihr Suchwort? Ausland; Gewalt; Abuse of children; Abuse; Child; Children; Kindesmissbrauch; Missbrauch; Kind; Kinder; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Kindesvernachlässigung; Themenzentrierter Unterricht; Lehrerrolle; Kindeswohl; Lehrerausbildung; Lehrerbildung; Wissensbasis; Lehrkunst; Qualitative Forschung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Begriffsbestimmung
Abstract	Early childhood teachers play major roles in defying child abuse and neglect and alleviating its detrimental effects on young children. Therefore, this study aimed at exploring how Jordanian pre-service early childhood teachers define and perceive violence against children and their role in child abuse detection and prevention. Furthermore, the study aimed at identifying pre-service early childhood perceived preparation needs in child abuse and neglect. To achieve the study purposes, an interpretive qualitative approach was utilised. Semi-structured in-depth interviews were conducted with 25 pre-service early childhood teachers who completed a compulsory course in child abuse at the time of the study. Thematic analysis was applied to data through which findings were confined to three themes corresponding to the research questions: violence and abuse defined; perceived preparation needs; and perceived roles in child protection. Several implications and recommendations for educators and teacher preparation programmes were offered and discussed based on the findings of this study. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10