How Toddlers New to Child Care Become Members of a Classroom Community

Autor/inn/en	Eun McDevitt, Seung; Recchia, Susan L.
Titel	How Toddlers New to Child Care Become Members of a Classroom Community
Quelle	In: Early Child Development and Care, 192 (2022) 3, S.481-498 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2020.1767607
Schlagwörter	Toddlers; Child Care; Child Development; Adjustment (to Environment); Phenomenology; Case Studies; Parent Attitudes; Teacher Attitudes; Group Membership; Emotional Adjustment; Social Adjustment; Verbal Communication; Nonverbal Communication; Teacher Role; Preschool Teachers + Suchen Sie Ihr Suchwort? Infant; Infants; Toddler; Kleinkind; Kinderfürsorge; Kinderbetreuung; Kindesentwicklung; Phenomenological psychology; Phänomenologie; Psychologie; Case study; Fallstudie; Case Study; Elternverhalten; Lehrerverhalten; Gruppenzugehörigkeit; Emotionale Anpassung; Soziale Anpassung; Non-verbal communication; Nonverbale Kommunikation; Lehrerrolle; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule
Abstract	Transitioning into child care can bring complex emotional tensions and have a lasting and powerful impact on future separations and caregiving encounters. Despite the increasing number of children in child care programmes and the complexity surrounding the phenomenon, little attention has been given to especially very young children's entry into child care settings and their daily transitional experiences. Using a phenomenological multi-case study approach, we aimed to capture children's daily experiences from their perspectives, by looking closely at their behaviours, movements, and talk, supplemented by parents' and teachers' perceptions and reflections on the children's experiences. Our data illuminate the diverse ways a group of toddlers new to childcare navigated the process of becoming members of the classroom community, the differences in their subtle and overt emotional tensions, verbal and non-verbal communication styles, and evolving identity and agency. Teachers' roles unfolded in response to children's diverse needs and ways of being. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01