Exploring the Experiences of Preschool Teachers Working with Children Living with Parental Mental Illness

Autor/inn/en	Laletas, Stella; Reupert, Andrea; Goodyear, Melinda
Titel	Exploring the Experiences of Preschool Teachers Working with Children Living with Parental Mental Illness
Quelle	In: Early Childhood Education Journal, 50 (2022) 1, S.33-47 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Laletas, Stella)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-3301
DOI	10.1007/s10643-020-01131-8
Schlagwörter	Preschool Teachers; Preschool Children; Mental Disorders; At Risk Persons; Behavior Problems; Identification; Student Needs; Teacher Role; Faculty Development; Parent Child Relationship; Child Development + Suchen Sie Ihr Suchwort? Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Mental illness; Geisteskrankheit; Risikogruppe; Identifikation; Identifizierung; Lehrerrolle; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Kindesentwicklung
Abstract	Children exposed to the risk factors associated with parental mental illness are seen to be at risk of developing cognitive, emotional, and behavioural difficulties in preschool and later in life. Given that educational settings are seen as optimal for early intervention, preschool teachers have an important role to play in identifying and responding to the needs of these vulnerable children at a critical period of their development. The aim of this study was to explore the experiences of preschool teachers who have taught, or currently teach, preschool aged children (4-6 years) affected by a parent's mental illness. Seven university qualified preschool teachers were interviewed about their experiences and reflected on their practices, specifically those practices that seemed to help support the child and those that did not. The findings highlighted that preschool teachers are knowledgeable and have the skills to identify warning signs and risk factors for young children, however this knowledge was limited in the context of parental mental illness and associated risks for preschool children. As such, the present study highlighted the need for targeted and specialized training and resources designed for the needs of preschool teachers. Several implications were discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01