Constructing Affective Security in Children: Case Study in Educational Environments

Autor/inn/en	Margenat, Montserrat; Dalmau, Mariona; Vendrell, Roser; Ibarz, Lidia
Titel	Constructing Affective Security in Children: Case Study in Educational Environments
Quelle	In: European Early Childhood Education Research Journal, 24 (2016) 1, S.25-36 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-293X
DOI	10.1080/1350293X.2015.1120514
Schlagwörter	Case Studies; Parent Child Relationship; Longitudinal Studies; Mothers; Emotional Development; Social Development; Personal Autonomy; Qualitative Research; Teacher Role; Attachment Behavior; Security (Psychology); Teacher Student Relationship; Cultural Context; Social Environment; Intervention; Educational Environment; Preschool Children; Preschool Education; Program Descriptions; Foreign Countries; Observation; Semi Structured Interviews; Spain + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Mother; Mutter; Gefühlsbildung; Soziale Entwicklung; Individuelle Autonomie; Qualitative Forschung; Lehrerrolle; Attachment; Bindungsverhalten; Security; Psychology; Sicherheit; Teacher student relationships; Lehrer-Schüler-Beziehung; Soziales Umfeld; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Ausland; Beobachtung; Spanien
Abstract	In line with Bowlby's theoretical approach, where he established a relationship between the quality of experiences lived in the first relationships and subsequent behaviours, we are carrying out a case study research project. The objectives are as follows: (1) To describe interactive patterns as observed in natural contexts and focusing on the parent-child relationship, and (2) to determine the role of educators in training and/or stimulating attachment and/or separation strategies. We have carried out a longitudinal study for two academic years. Three cases were studied with elements from different socio-cultural contexts and with mothers' needs being different from those of their children. The methodological approach was a qualitative analysis of Bronfenbrenner's microsystems, stressing the fact that the style of parent-child relationship has an influence on the child's emotional-social development. Moreover, the intervention of educators offers a relationship model that promotes both the child's and the mother's autonomy, which has a positive repercussion on the development of each member of this dyad. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01