Teachers' Perceptions of Well-Being and Involvement in Preschool Children

Autor/inn/en	Sönmez, Sibel; Ceylan, Burcu
Titel	Teachers' Perceptions of Well-Being and Involvement in Preschool Children
Quelle	In: Early Child Development and Care, 187 (2017) 1, S.35-44 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2016.1150272
Schlagwörter	Teacher Attitudes; Well Being; Preschool Children; Preschool Teachers; Focus Groups; Student Participation; Nonverbal Communication; Student Motivation; Foreign Countries; Qualitative Research; Observation; Content Analysis; Child Behavior; Turkey + Suchen Sie Ihr Suchwort? Lehrerverhalten; Well-being; Wellness; Wohlbefinden; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Erzieher; Erzieherin; Kindergärtnerin; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Non-verbal communication; Nonverbale Kommunikation; Schulische Motivation; Ausland; Qualitative Forschung; Beobachtung; Inhaltsanalyse; Türkei
Abstract	Well-being indicates that one is doing well emotionally and feeling comfortable with oneself as a person. A low level of well-being signals that a child is not succeeding in fulfilling his/her fundamental needs, such as eating, being hugged, physical contact, a more or less predictable environment, feeling accepted and feeling like he or she is a "good" person. An involved child concentrates his/her attention on a specific focus, wants to continue the activity and to persist in it and is rarely, if ever, distracted. In this qualitative research, we focus on the well-being and involvement levels of children according to circle time activities and on how teachers react when children have low levels of well-being. The data consist of observations covering a total of 76 children from five different classes and focus-group interviews with seven teachers from these classrooms. The questions for the focus-group interview were prepared by the researchers. The tool focuses on two central indicators of quality early-years provision: children's "well-being" and "involvement". The findings show us that teachers consider body language, facial and verbal expressions to be the main criteria for well-being. Children's involvement is considered to be built on both motivation and the impulse to explore. From the observation findings, we could see the children's state of well-being with the "relaxation & inner peace" indicator and that children mostly showed their involvement by exhibiting motivation in their work. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01