Exploring Educators' Experiences of the Social Functioning of Learners in Middle Childhood

Autor/inn/en	Beets, Soretha; Van Schalkwyk, Izanette; Kirsten, Doret K.
Titel	Exploring Educators' Experiences of the Social Functioning of Learners in Middle Childhood
Quelle	In: South African Journal of Education, 42 (2022) 1, Artikel 1887 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Beets, Soretha) ORCID (Van Schalkwyk, Izanette) ORCID (Kirsten, Doret K.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-0100
Schlagwörter	Foreign Countries; Elementary School Teachers; Elementary School Students; Teacher Attitudes; Interpersonal Competence; Socialization; Communication Skills; Listening Skills; Conflict Resolution; Problem Solving; Skill Development; South Africa + Suchen Sie Ihr Suchwort? Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Interpersonale Kompetenz; Socialisation; Sozialisation; Kommunikationsstil; Conflict solving; Konfliktlösung; Konfliktregelung; Problemlösen; Kompetenzentwicklung; Qualifikationsentwicklung; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	In the research reported on here we explored educators' experiences of learners' social functioning in middle childhood in a South African context. Educators are important socialisation agents for learners in middle childhood, and we reasoned that they could offer valuable information to identify those key social skills and competencies that learners in this life phase need to function optimally. A qualitative exploratory design was used. Twenty-nine educators were purposefully selected as participants from 4 school districts in a demarcated area in the North-West province. Data were collected via 4 focus group interviews, with each focus group interview including the educators of 1 school per district. Thematic analysis of the data revealed the embeddedness of learners' social functioning in the complex blend of South Africa's unequal contexts and diverse cultures; the demonstration of inappropriate and appropriate behaviour as indicators of learners' quality of social functioning in the learning environment; and the imperative to intentionally develop and strengthen the social skills and emotional competencies of learners in middle childhood. We recommend that learners in middle childhood be supported to acquire higher levels of social competence, in particular skills of communication and listening, conflict management, and problem-solving to improve innate social functioning. (As Provided).
Anmerkungen	Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01