Rethinking Early School Transitions as Social Transactions

Autor/inn/en	Nieuwenhuizen, Elaney; Eloff, Irma; Moen, Melanie
Titel	Rethinking Early School Transitions as Social Transactions
Quelle	In: South African Journal of Childhood Education, 4 (2014) 2, S.73-89 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2223-7674
Schlagwörter	Early Childhood Education; Primary Education; Elementary School Students; Case Studies; Twins; Elementary School Teachers; Preschool Teachers; Preschool Children; Student Adjustment; Stress Variables; Coping; Friendship; Skill Development; Social Development; Self Control; Foreign Countries; Daily Living Skills; Semi Structured Interviews; Mothers; Observation; Age Differences; South Africa + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Primarbereich; Case study; Fallstudie; Case Study; Twin; Zwilling; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Bewältigung; Freundschaft; Kompetenzentwicklung; Qualifikationsentwicklung; Soziale Entwicklung; Selbstbeherrschung; Ausland; Alltagsfertigkeit; Mother; Mutter; Beobachtung; Age; Difference; Age difference; Altersunterschied; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	The purpose of the study was to explore the transitions of two individuals within a twinship from Grade R through to Grade 2, and to offer an in-depth description of their transition experiences and perspectives. The transitions were investigated with a focus on variables such as stress, stressors, emotions, coping and life skills. The inquiry was conducted as an interpretive case study. The participants were two monozygotic boys within a twinship, their mother and their Grade R, Grade 1 and Grade 2 teachers. The findings suggest that the transition was predominantly uncomplicated from Grade R through to Grade 2, and that the transition to Grade 2 was more stressful than that to Grade 1. The findings also indicate that although the life skills taught by the researchers helped the boys to cope with negative stressors, their personal support structures were probably the most important factors in easing their transitions from Grade R through to Grade 2. The life skills learned mostly helped the two children to deal effectively with bullies, to contract and maintain satisfying friendships, and to control their personal emotions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01