How educators define their role: building ‘professional’ relationships with children and parents during transition to childcare: a case study

Schärer, Janine Hostettler

doi:10.1080/1350293x.2018.1442041

Cited by 6 publications

(6 citation statements)

References 20 publications

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“…Building relationships with the family (“Relational Establishment”) was the most frequently occurring theme in our qualitative analysis (mentioned by 34.38% of the qualitative sample) regardless of introduction model, which aligns with previous qualitative studies (Ebbeck & Yim, 2009 ; Hostettler Schärer, 2018 ). Teachers must balance this important relational focus on children’s need for socioemotional caregiving with didactic aspects of the pedagogical curriculum.…”

Section: Discussionsupporting

confidence: 88%

Transition to Preschool: Paving the Way for Preschool Teacher and Family Relationship-Building

Søe

Schad

Psouni

2023

Child Youth Care Forum

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Background Previous research suggests that interactions between preschool teachers and children in early care and educational contexts can contribute to the child’s positive attachment development and socioemotional adjustment. Objective Investigate how the transition process to preschool is organized and whether various ways of organizing it may differently influence family–teacher relationship-building and child adjustment. Methods Conducted a mixed methods study of quantitative and qualitative survey data from Swedish preschool professionals (N = 535). Results Preschool introduction varied across preschools in several structural aspects such as introduction length and intensity, timing for first child–parent separation, and number of children and teachers involved in the introduction process. Results moreover suggested that different introduction models were associated with different ways of engaging the parent, where the “parent-active” model was characterized by a high level of parental participation during the introductory activities. This was perceived by preschool professionals as positively influencing the family–teacher relational formation. Conclusion Findings suggest that inviting parents to participate actively in preschool transition may help better engage them in the introduction process, which in turn may positively influence family–teacher relationship-building. Future research should focus in more detail on how child–teacher and parent–teacher interactions, respectively, influence family–teacher relationship-building and child adjustment during, and after, the introduction period.

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Section: Discussionsupporting

confidence: 88%

Transition to Preschool: Paving the Way for Preschool Teacher and Family Relationship-Building

Søe

Schad

Psouni

2023

Child Youth Care Forum

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“…The keyworkers stayed close to "their" toddlers and parents and used natural opportunities to try and establish a caring triangle comprising them, the child, and the parent (Brooker, 2008). Unlike the professional caregivers in Schärer's (2018) study, the teachers in our study seemed to want to establish close and warm relationships with the toddlers, and often referred to concepts from attachment theory in their notes (Powell et al, 2014).…”

Section: An Easy Startmentioning

confidence: 99%

“…In a more recent study, Schärer (2018) explored four Canadian professional caregivers' perspectives on toddlers' transitions to childcare. She found that these teachers did not want to get too close to the children because they did not want them to be "over-attached. "…”

Section: Introductionmentioning

confidence: 99%

Do toddlers’ levels of cortisol and the perceptions of parents and professional caregivers tell the same story about transition from home to childcare? A mixed method study

et al. 2023

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IntroductionEnrolling in childcare represents the first transition in toddlers’ lives and lays the foundation for their well-being in childcare centers going forward. Child cortisol levels may be an indicator of how toddlers themselves experience their introduction to childcare. In the present study, we explored changes in toddler cortisol levels during their first month in childcare and at a 3-month follow-up, as well as the perceptions of parents and professional caregivers regarding the toddlers’ settling-in process during the same period.MethodThis study used a mixed-method design. Saliva samples were collected from 113 toddlers and their cortisol levels analyzed. Qualitative notes were collected from parents (n = 87) and professional caregivers (n = 101). The data were analyzed using linear mixed model and thematic analyses, respectively.ResultsChanges in toddler cortisol levels and their parents’ and professional caregivers’ perceptions of the transition process fit well. Both data sources indicated an easy start in childcare when parents were present, while the first weeks separated from parents seemed quite demanding. After 3 months, the cortisol levels returned to a low level, while child well-being was perceived as high.DiscussionToddlers need time to adapt to childcare settings. Even if they are well taken care of by their keyworkers during the day, many toddlers are tired and exhausted in the evenings at home, particularly in the first weeks of separation from their parents. Both professional caregivers and parents should be aware of toddlers’ need for emotional support during their transition to childcare.

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“…Sköpun samfellu í lífi ungra barna í leikskóla felur í sér ólíka f leti samskipta og tengsla milli leikskólakennara, foreldra og barna. Í rannsóknum þar sem viðhorf leikskólakennara til eigin hlutverks og fagmennsku í samstarfi sínu við foreldra barna hefur verið kannað kemur fram áhersla á að byggja upp og viðhalda tengslum sem einkennast af trausti og tiltrú (Hostettler Schärer, 2018;Vuorinen, Sandberg, Sheridan og Williams, 2014). Leikskólakennararnir í rannsókn Hostettler Schärer (2018) túlkuðu faglegt hlutverk sitt í upphafi leikskólagöngu barna sem tvíþaett.…”

Section: Samfellaunclassified

Viðhorf leikskólakennara og leiðbeinenda til upphafs leikskólagöngu barna

Pálmadóttir¹

2020

Netla

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Greinin er byggð á rannsókn sem ætlað er að varpa ljósi á viðhorf og reynslu leikskólakennara og leiðbeinenda í einum leikskóla í Reykjavík af samstarfi við foreldra- og barnahóp með fjölbreyttan bakgrunn og menningu í upphafi leikskólagöngu. Tímamótin eru kölluð aðlögun og er þar vísað til inntöku nýrra barna í leikskóla. Hugmyndafræðilegur grunnur rannsóknarinnar er að mestu sóttur í smiðju fræðimanna sem hafa rannsakað þau þáttaskil sem verða þegar börn hefja grunnskólagöngu. Margir sömu þættir koma einnig við sögu við upphaf leikskólagöngu. Litið er á börn sem mikils megnug og skapandi og að námsumhverfi og námskrá skuli byggjast á áhuga og aðstæðum barna og taka tillit til þess að þau eru ólík (Educational Transitions and Change Research group, 2011).Gagna var aflað með eigindlegum rannsóknaraðferðum; einstaklingsviðtölum, rýnihópaviðtölum og vettvangsathugunum á þremur deildum í leikskólanum. Greining gagna fór fram með þemagreiningu, en hún er sveigjanleg aðferð sem notuð er til að skipuleggja og greina gögn (Braun og Clarke, 2013). Niðurstöður rannsóknarinnar sýndu að leikskólakennarar lýstu hlutverki sínu í aðlögunarferlinu sem tvíþættu. Annars vegar að koma á og viðhalda tilfinningalegum tengslum við foreldra og börn. Hins vegar að hafa yfirsýn, ýta undir samstarf innan deilda og miðla þekkingu til samstarfsfólksins. Leiðbeinendur ræddu um virka þátttöku í aðlögunarferlinu og í samskiptum og tengslum við foreldra barnanna eftir að formlegri aðlögun lauk. Þátttökuaðlögun var talin reynast vel sem sameiginlegt námsferli foreldra, barna og leikskólastarfsfólks. Fram komu vísbendingar um að foreldrar af erlendum uppruna ættu frekar í erfiðleikum með þátttöku og að börn af erlendum uppruna upplifðu í mörgum tilvikum erfiðari aðlögun en börn íslenskra foreldra. Rannsóknin sýnir að það er fagleg áskorun að þróa starfshætti sem stuðla að því að skapa samfellu í lífi barna með fjölbreyttan bakgrunn og menningu frá upphafi leikskólagöngu.

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How educators define their role: building ‘professional’ relationships with children and parents during transition to childcare: a case study

Cited by 6 publications

References 20 publications

Transition to Preschool: Paving the Way for Preschool Teacher and Family Relationship-Building

Transition to Preschool: Paving the Way for Preschool Teacher and Family Relationship-Building

Do toddlers’ levels of cortisol and the perceptions of parents and professional caregivers tell the same story about transition from home to childcare? A mixed method study

Viðhorf leikskólakennara og leiðbeinenda til upphafs leikskólagöngu barna

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