Teachers facilitating support for young children experiencing parental separation and divorce

Mahony, Linda, Walsh, Kerryann, Lunn, Joanne, & Petriwskyj, Anne (2015) Teachers facilitating support for young children experiencing parental separation and divorce. Journal of Child and Family Studies, 24(10), pp. 2814-2852.

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Abstract

This paper reports on a study of Australian early childhood teachers’ pedagogical practices with young children experiencing parental separation and divorce. Twenty-one semi-structured interviews and a focus group were conducted to explore the actions of teachers to support young children experiencing parental separation and divorce. A grounded theory approach was used to analyse data. Teachers reported actions that were focussed on constructing emotional, behavioural, and academic support for young children, as well as forming partnerships with parents, school personnel, and community members to assist. Results are discussed in terms of the implications for professional practice.

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1 citations in Scopus
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ID Code: 78991
Item Type: Journal Article
Refereed: Yes
Keywords: grounded theory, divorce, pedagogical practice, school, teacher support
DOI: 10.1007/s10826-014-0088-0
ISSN: 1062-1024
Subjects: Australian and New Zealand Standard Research Classification > EDUCATION (130000)
Australian and New Zealand Standard Research Classification > EDUCATION (130000) > CURRICULUM AND PEDAGOGY (130200)
Australian and New Zealand Standard Research Classification > EDUCATION (130000) > CURRICULUM AND PEDAGOGY (130200) > Curriculum and Pedagogy Theory and Development (130202)
Divisions: Current > QUT Faculties and Divisions > Faculty of Education
Current > Schools > School of Early Childhood
Copyright Owner: Copyright 2014 Springer Science+Business Media New York
Copyright Statement: The final publication is available at Springer via http://dx.doi.org/10.1007/s10826-014-0088-0
Deposited On: 09 Feb 2015 01:13
Last Modified: 08 Nov 2016 13:34

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