A Longitudinal Study of Children's Voices in Regard to Stress and Coping during the Transition to School

Autor/in	Wong, Mun
Titel	A Longitudinal Study of Children's Voices in Regard to Stress and Coping during the Transition to School
Quelle	In: Early Child Development and Care, 186 (2016) 6, S.927-946 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2015.1068769
Schlagwörter	Student Adjustment; Stress Management; Stress Variables; Coping; Preschool Children; Kindergarten; Problem Solving; Social Support Groups; Emotional Response; Parent Role; Teacher Role; Student Attitudes; Longitudinal Studies; Foreign Countries; Interviews; Freehand Drawing; Coding; Competence; Social Influences; Interpersonal Relationship; Hong Kong + Suchen Sie Ihr Suchwort? Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Stressmanagement; Stressbewältigung; Bewältigung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Problemlösen; Social support; Soziale Unterstützung; Emotionales Verhalten; Parental role; Elternrolle; Lehrerrolle; Schülerverhalten; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Ausland; Interviewing; Interviewtechnik; Drawing; Zeichnen; Codierung; Programmierung; Kompetenz; Sozialer Einfluss; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Hongkong
Abstract	This study explores (1) how parental and teacher scaffolding and children's coping strategies contribute to children's adjustment during the transition from preschool to school; and (2) how children's perception of stress and coping are constructed over time. The sample included 216 six-year-old children, their parents and teachers. The parents, teachers and children reported that many children encountered social stress and being incompetent at school, and most of the children used either direct problem-solving or seeking social support to cope with stress, but had not used emotion-focused coping strategies learnt at preschool. Compared with the parents' and teachers' responses, the children reported more incidences of social stress. Compared with the children's responses, more parents and teachers reported children being incompetent in learning or self-help skills at school. Implications of the study were discussed at the end of the article. (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	2020/1/01