دورية أكاديمية
Teacher-Child Relationships Narrated by Parents of Children with Difficulties in Self-Regulation
| العنوان: | Teacher-Child Relationships Narrated by Parents of Children with Difficulties in Self-Regulation |
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| اللغة: | English |
| المؤلفون: | Rautamies, Erja, Poikonen, Pirjo-Liisa, Vähäsantanen, Katja, Laakso, Marja-Leena |
| المصدر: | Early Child Development and Care. 2016 186(11):1846-1858. |
| الإتاحة: | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| تاريخ النشر: | 2016 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education |
| Descriptors: | Teacher Student Relationship, Early Childhood Education, Self Control, Self Management, Well Being, Questionnaires, Foreign Countries, Personal Narratives, Child Care Centers, Parent Child Relationship, Child Behavior, Semi Structured Interviews, Qualitative Research |
| مصطلحات جغرافية: | Finland |
| DOI: | 10.1080/03004430.2015.1135429 |
| تدمد: | 0300-4430 |
| مستخلص: | This study addresses the relationships between teachers and children (four to six years old) with difficulties in self-regulation from the parent's point of view. Narratives were constructed in 21 interviews with parents of children who have difficulties in self-regulation. The study focused on two questions: (i) What kinds of teacher-child relationships can be identified in the parents' narratives? and (ii) How is the child positioned in this relational context? The teacher-child relationships found were labelled neutral, problematic and caring. Within these categories, the child was positioned in nine ways ranging from the child as troublesome to the child as unique. The study offers tools for analysing the teacher-child relationship. It helps to understand this relationship from the parental point of view, thereby contributing to the objective of supporting the development and well-being of children in the early childhood education context in cooperation with their parents. |
| Abstractor: | As Provided |
| Number of References: | 48 |
| Entry Date: | 2016 |
| رقم الأكسشن: | EJ1116928 |
| قاعدة البيانات: | ERIC |
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Full Text Finder | تدمد: | 0300-4430 |
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| DOI: | 10.1080/03004430.2015.1135429 |