Daycare Children of Divorce and Their Helpers

Øverland, Klara; Størksen, Ingunn; Thorsen, Arlene Arstad

doi:10.1007/s13158-012-0065-y

Cited by 9 publications

(4 citation statements)

References 32 publications

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“…As McKeown and Thomas state (2013): 'The primary purpose for undertaking a Q study is to discern people's perceptions of their world from the vantage point of self-reference' (1). Subjectivities have been researched surrounding topics such as: prioritizing health care resources (van Exel et al 2015), implications of divorce on children's emotional and behavioral well-being (Øverland, Størksen, and Thorsen 2013), experiences of transient ischaemic attack (Spurgeon et al 2012), and human resource development (Bartlett and DeWeese 2015).…”

Section: Research Questionsmentioning

confidence: 99%

Moving beyond the deep and surface dichotomy; using Q Methodology to explore students’ approaches to studying

Godor

2016

Teaching in Higher Education

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Student learning approaches research has been built upon the notions of deep and surface learning. Despite its status as part of the educational research canon, the dichotomy of deep/surface has been critiqued as constraining the debate surrounding student learning. Additionally, issues of content validity have been expressed concerning situational and contextual differences in its interpretation. Q Methodology was used as both a research method and an analytical technique for this study and has as its aim the exploration of subjectivity. The deep/surface dichotomy was not found in this study, but rather three unique types of study approaches. Moreover, though Q Methodology, new novel combinations of statements were able emerge and thus allowing the academic discussion to move beyond the deep and surface dichotomy. ARTICLE HISTORY

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Section: Research Questionsmentioning

confidence: 99%

Moving beyond the deep and surface dichotomy; using Q Methodology to explore students’ approaches to studying

Godor

2016

Teaching in Higher Education

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“…Forskning og teori tyder på at når barnet møter utford ring er eller opplever negative livshendelser, vil det i saerlig grad ha behov for de voksnes relasjonelle naerhet og innlevelse. Dette gjelder for eksempel ved samlivsbrudd i hjemmet (Størksen & Skeie, 2012;Øverland, Størksen & Thorsen, 2013).…”

Section: Classroom Qualityunclassified

“…Samtidig vil relasjoner av svekket kvalitet ha negativ innvirkning på samme områder, spesielt for barn med tidlige tegn på sårbarhet (Brandlistuen et al, 2015;Engvik et al, 2014;Solheim, 2013). Også barn som opplever negative livshendelser i hjemmet, for eksempel samlivsbrudd, vil kunne vaere saerlig sårbare (Størksen, Thorsen, Øverland & Brown, 2012), og disse barna vil trenge saerlig stor støtte i form av stabile og varme relasjoner fra de voksne i barnehagen (Størksen & Skeie, 2012;Øverland et al, 2013;Øverland, Thorsen & Størksen, 2011).…”

Section: Sammenhenger Mellom Relasjoner Og Laeringsmiljøet I Barnehagenunclassified

På leit etter læringsmiljøet i barnehagen: En synteserapport fra Læringsmiljøsenteret ved Universitetet i Stavanger

Evertsen¹

2015

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Nasjonalt senter for Læringsmiljø og atferdsforskning fikk i oppdrag av Utdanningsdirektoratet å utvikle et kunnskapsgrunnlag om læringsmiljø i barnehagen vinteren 2014. Utdanningsdirektoratet ønsket at Læringsmiljøsenteret ved Universitet i Stavanger skulle utarbeide en synteserapport som hovedsakelig sammenfattet skandinavisk forskning og omhandlet arbeid med læringsmiljø i barnehagen, med utgangspunkt i fire hovedfokusområder (Relasjoner, pedagogisk ledelse, hjem–barnehage-samarbeid og organisasjon og ledelse). Videre hadde Utdanningsdirektoratet tre følgende hovedproblemstillinger som de ønsket belyst: 1. Hva viser skandinavisk forskning om arbeid med pedagogisk ledelse, relasjoner, hjem–barnehage-samarbeid og organisasjon og ledelse? 2. Hvilke føringer og anbefalinger gis for arbeid med læringsmiljø i barnehagen, da på de fire områdene? 3. Hvilke fremtidige forskningsbehov er det på feltet? I januar 2015 startet Læringsmiljøsenteret arbeidet med synteserapporten, og arbeidet ble avsluttet i oktober 2015.

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“…The limited number of studies investigating teachers' work with young children experiencing parental separation and divorce reports that teachers' knowledge influenced their action (Cottongim, 2002;Ellington, 2003;King, 2007;Øverland, Størksen, & Thorsen, 2013;Øverland, Størksen, Bru, & Thorsen, 2012;Webb & Blond, 1995). However, the research also suggests that teachers adopt ad hoc strategies to construct their knowledge of the phenomenon of parental separation and divorce, young children's experiences, their family circumstance, and effective ways to support children (Cottongim, 2002;Ellington, 2003;King, 2007;Mahony, 2013;Øverland et al, 2013;. Greater understanding of the pedagogical decision-making processes of teachers when working with these young children is needed.…”

Section: Introductionmentioning

confidence: 99%

The decision-making processes of early childhood teachers when working with children experiencing parental separation and divorce

Mahony

Lunn

Petriwskyj

et al. 2014

Early Child Development and Care

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In this study, the pedagogical decision-making processes of 21 Australian early childhood teachers working with children experiencing parental separation and divorce were examined. Transcripts from interviews and a focus group with teachers were analysed using grounded theory methodology. The findings showed that as teachers interacted with young children experiencing parental separation and divorce, they reported using strategic, reflexive pedagogical decision-making processes. These processes comprised five stages: (1) teachers constructing their knowledge, (2) teachers thinking about their knowledge, (3) teachers using decision-making schemas, (4) teachers taking action, and (5) teachers monitoring action and evaluating. This understanding of teachers' reflexive pedagogical decision-making is useful for identifying how teachers and educational leaders can support children experiencing parental separation and divorce or other life challenges.

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Daycare Children of Divorce and Their Helpers

Cited by 9 publications

References 32 publications

Moving beyond the deep and surface dichotomy; using Q Methodology to explore students’ approaches to studying

Moving beyond the deep and surface dichotomy; using Q Methodology to explore students’ approaches to studying

På leit etter læringsmiljøet i barnehagen: En synteserapport fra Læringsmiljøsenteret ved Universitetet i Stavanger

The decision-making processes of early childhood teachers when working with children experiencing parental separation and divorce

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