Voices of Children, Parents and Teachers: How Children Cope with Stress during School Transition

Autor/in	Wong, Mun
Titel	Voices of Children, Parents and Teachers: How Children Cope with Stress during School Transition
Quelle	In: Early Child Development and Care, 185 (2015) 4, S.660-680 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2014.948872
Schlagwörter	Stress Management; Coping; Interviews; Preschool Children; Elementary School Students; Young Children; Prediction; Competence; Peer Relationship; Conflict; Student Behavior; Teacher Expectations of Students; Problem Solving; Social Support Groups; Emotional Response; Parent Attitudes; Teacher Attitudes; Student Attitudes; Foreign Countries; Freehand Drawing; Questionnaires; Anxiety; Bullying; Hong Kong + Suchen Sie Ihr Suchwort? Stressmanagement; Stressbewältigung; Bewältigung; Interviewing; Interviewtechnik; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Frühe Kindheit; Vorhersage; Kompetenz; Peer-Beziehungen; Konflikt; Student behaviour; Schülerverhalten; Problemlösen; Social support; Soziale Unterstützung; Emotionales Verhalten; Elternverhalten; Lehrerverhalten; Ausland; Drawing; Zeichnen; Fragebogen; Angst; Mobbing; Hongkong
Abstract	This study explores how children's perceptions of stress factors and coping strategies are constructed over time. Children were interviewed before and after they made the transition from preschool to primary school. This study also explores teachers' and parental strategies in helping children to cope with stress at school. The sample included 53 six-year-old children, their parents and teachers. The findings show that children generally could make accurate predictions of unhappy things that might happen during the transition to primary school. Children reported being incompetent in fulfilling teachers' expectations regarding learning, self-help skills and conforming to rules. Children also reported peer conflicts and being nervous about authority. Children learned direct problem-solving skills, seeking social support and emotional regulation at preschool, but had only used the first two coping strategies at school. A majority of parents thought that transition problems affected children's emotions, whereas most teachers thought that transition problems affected children's learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01