Inclusion of Children Experiencing Parental Separation and Divorce in Mainstream Early Childhood Development in Zimbabwe

Autor/in	Majoko, Tawanda
Titel	Inclusion of Children Experiencing Parental Separation and Divorce in Mainstream Early Childhood Development in Zimbabwe
Quelle	In: Early Child Development and Care, 189 (2019) 2, S.301-317 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2017.1319826
Schlagwörter	Foreign Countries; Early Childhood Education; Inclusion; Student Needs; Separation Anxiety; Preschool Children; Behavior Problems; Classroom Techniques; Student Participation; Teacher Attitudes; Preschool Teachers; Divorce; Zimbabwe + Suchen Sie Ihr Suchwort? Ausland; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Inklusion; Trennungsangst; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Klassenführung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Lehrerverhalten; Erzieher; Erzieherin; Kindergärtnerin; Ehescheidung; Simbabwe
Abstract	This study examined teachers' strategies for inclusion of children experiencing parental separation and divorce in mainstream early childhood development (ECD) in Zimbabwe. Entrenched in international research findings on best practices in inclusion and support for children experiencing parental separation and divorce in mainstream education, this descriptive study drew on a purposive sample of 23 mainstream ECD teachers. Thematic data analysis, which involved identification of themes founded on commonalities and patterns evident in document analysis, observational field notes and interview data, was utilized. Despite participants' inadequate preparation to manage children with behavioural challenges and motivate active participation and involvement of all children in mainstream pedagogy, they held positive dispositions towards inclusion. Participants institutionalized collaborative structures and cultures, structured child-centred activities, support systems, emotional support, educational support and behavioural support to include children experiencing parental separation and divorce in mainstream classrooms. This study is a springboard for future studies on the subject. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01