Social Violence and the Young Child: How Do Teachers Respond to the Needs of Children from Adverse Environments? A Jamaican and Belizean Case Study

Autor/in	Kinkead-Clark, Zoyah
Titel	Social Violence and the Young Child: How Do Teachers Respond to the Needs of Children from Adverse Environments? A Jamaican and Belizean Case Study
Quelle	In: Early Child Development and Care, 191 (2021) 3, S.441-450 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2019.1622537
Schlagwörter	Foreign Countries; Violence; Environmental Influences; Parenting Styles; Crime; At Risk Persons; Individual Characteristics; Gender Differences; Ethnicity; Socioeconomic Influences; Rural Urban Differences; Family Structure; Intervention; School Role; Early Childhood Education; Sexual Abuse; Faculty Development; Preschool Education; Victims of Crime; Positive Behavior Supports; Cultural Influences; Student Needs; Fear; Teacher Attitudes; Teacher Competencies; Jamaica; Belize + Suchen Sie Ihr Suchwort? Ausland; Gewalt; Environmental influence; Umwelteinfluss; Crimes; Delict; Delicts; Delikt; Risikogruppe; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Geschlechterkonflikt; Ethnizität; Sozioökonomischer Faktor; Stadt-Land-Beziehung; Familienkonstellation; Familiensystem; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Sexueller Missbrauch; Pre-school education; Vorschulerziehung; Victim; Victims; Crime; Opfer; Verbrechen; Cultural influence; Kultureinfluss; Furcht; Lehrerverhalten; Lehrkunst
Abstract	Though violence in schools is a highly topical issue, very few studies have examined the issue in early years classrooms in the Caribbean. Using Jamaica and Belize as case studies, four teachers were interviewed to ascertain how they respond to children from harsh ecological environments in which they teach. Using thematic analysis, the findings suggest teachers' limited knowledge in helping children. Teachers acknowledge fears for themselves and students. They also depend on intuitive knowledge from their years in the school system to help children. The findings also support the need for ongoing professional development for which will enable them to better meet the needs of young children. The implications of the findings on early childhood teacher education are also discussed. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01