Select Caribbean Teachers' Perspectives on the Socio-Emotional Skills Children Need to Successfully Transition to Primary School

Autor/in	Kinkead-Clark, Zoyah
Titel	Select Caribbean Teachers' Perspectives on the Socio-Emotional Skills Children Need to Successfully Transition to Primary School
Quelle	In: Early Child Development and Care, 187 (2017) 9, S.1403-1412 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2016.1171762
Schlagwörter	Social Development; Emotional Development; School Readiness; Preschool Children; Grade 1; Foreign Countries; Elementary School Students; Elementary School Teachers; Interviews; Grounded Theory; Qualitative Research; Early Childhood Education; Resilience (Psychology); Stress Management; Self Control; Coping; Jamaica; Grenada; Trinidad and Tobago + Suchen Sie Ihr Suchwort? Soziale Entwicklung; Gefühlsbildung; Readiness for school; School ability; Schulreife; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; School year 01; 1. Schuljahr; Schuljahr 01; Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Interviewing; Interviewtechnik; Qualitative Forschung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Stressmanagement; Stressbewältigung; Selbstbeherrschung; Bewältigung; Trinidad und Tobago
Abstract	Children's transition to primary school is affected by numerous factors. Many teachers, expect that children will have the academic and socioemotional competencies to negotiate and deal with new experiences they may encounter in a new learning environment. With an aim of contextualising our understanding of the transitory period from pre-primary to primary school, the following qualitative study, focusses on the socio-emotional skills teachers believe Caribbean children need to be successful in primary school. Seventeen Grade 1 teachers, from three Caribbean islands; Jamaica (n = 8), Grenada (n = 3) and Trinidad and Tobago (n = 6) were interviewed. Using Corbin and Strauss Grounded Theory [Corbin, J., & Strauss, A. (1998). "Basics of qualitative research: Techniques to developing grounded theory" (2nd ed.). Los Angeles, CA: Sage.], to analyse the data, three dominant themes emerged; strong resilience, the ability to deal with stress and self-regulation. These findings have implications for teacher training programmes, early childhood policies and initiatives, the increased awareness of Caribbean-centric perspective of child development and more importantly our parenting programmes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01