Single Mothers' Experiences of Support at Their Young Children's School: An Interpretative Phenomenological Approach

Autor/inn/en	West, Erin M.; Miller, Lynne Guillot; Moate, Randall M.
Titel	Single Mothers' Experiences of Support at Their Young Children's School: An Interpretative Phenomenological Approach
Quelle	In: Early Childhood Education Journal, 45 (2017) 3, S.379-391 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-3301
DOI	10.1007/s10643-016-0802-1
Schlagwörter	One Parent Family; Mothers; Phenomenology; Young Children; Early Childhood Education; Experience; Parent School Relationship; Parent Teacher Cooperation; Caring; Partnerships in Education; Interpersonal Relationship + Suchen Sie Ihr Suchwort? Single parent family; Ein-Eltern-Familie; Mother; Mutter; Phenomenological psychology; Phänomenologie; Psychologie; Frühe Kindheit; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Erfahrung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Care; Pflege; Sorge; Betreuung; Hochschulpartnerschaft; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung
Abstract	This phenomenological study explored six single mothers' experiences of support at their young children's school. Themes resulting from interpretative phenomenological analysis suggest the single mothers experienced tangible (e.g., school resources, school-wide events, structural flexibility, teachers' formal communication) and intangible (e.g., caring relationships with school faculty and staff, experiencing teachers as parenting partners, perceiving acceptance from the school environment) forms of support from their children's school. Furthermore, results suggest these single mothers experienced intangible supports more prominently than tangible forms of support. The support needs of these single mothers at their young children's school were also explored including the mothers' desire for stronger relationships with other parents and families at the school. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01