Spaces for Coping with Change: Kindergarten Educators' Emotional Refuges

Autor/in	Sherfinski, Melissa
Titel	Spaces for Coping with Change: Kindergarten Educators' Emotional Refuges
Quelle	In: International Journal of Early Years Education, 31 (2023) 1, S.79-94 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sherfinski, Melissa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0966-9760
DOI	10.1080/09669760.2021.1956438
Schlagwörter	Preschool Teachers; Kindergarten; Early Childhood Teachers; Coping; Psychological Patterns; Stress Management; Neoliberalism; Change Strategies; Adjustment (to Environment) + Suchen Sie Ihr Suchwort? Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Early childhood; Early childhood education; Teacher; Teachers; Frühe Kindheit; Frühkindliche Bildung; Frühpädagogik; Lehrer; Lehrerin; Lehrende; Bewältigung; Stressmanagement; Stressbewältigung; Neo-liberalism; Neoliberalismus; Lösungsstrategie
Abstract	This case study of a US suburban Kindergarten illustrates the challenges and opportunities posed by the shifting context of Kindergarten toward a narrowed academic focus aligned to state goals. In this neoliberal policy context, teachers experienced difficult emotions as they supported children's and families' cultural and linguistic talents and skills. Emotional refuges and emotives are key concepts used to theorise teachers' experiences. The Findings of the study indicated that a subset of teachers used the available storylines to 'compartmentalise'. In doing so, they created an emotional refuge in which they might conserve traditional aspects of Kindergarten such as developmental discourses and practices, yet also segment their own lives to cope with the stress and strain invoked by the change. A second storyline was 'intensifying' in which a set of teachers actively engaged with the neoliberal paradigm. Yet, the navigation of emotions was complex and created moments of collectivism as well as some tensions amongst educators based on their individual positions. In order to enhance teachers' abilities to teach and cope with change, the possibilities of emotional navigation are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01