Understanding "Together and Apart": A Case Study of Edward's Explorations at Nursery

Autor/in	Arnold, Cath
Titel	Understanding "Together and Apart": A Case Study of Edward's Explorations at Nursery
Quelle	In: Early Years: An International Journal of Research and Development, 29 (2009) 2, S.119-130 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-5146
Schlagwörter	Play; Mothers; Psychotherapy; Emotional Development; Well Being; Personality Traits; Young Children; Correlation; Cognitive Development; Child Development; Attachment Behavior; Observation; Separation Anxiety; Child Behavior; Schemata (Cognition); Foreign Countries; Theories; United Kingdom + Suchen Sie Ihr Suchwort? Spiel; Mother; Mutter; Psychotherapie; Gefühlsbildung; Well-being; Wellness; Wohlbefinden; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Frühe Kindheit; Korrelation; Kognitive Entwicklung; Kindesentwicklung; Attachment; Bindungsverhalten; Beobachtung; Trennungsangst; Cognition; Schema; Kognition; Ausland; Theory; Theorie; Großbritannien
Abstract	Edward was one of 58 children studied by workers and parents as part of a study on Well-being and Resilience at the Pen Green Nursery. Within the larger study, eight children were studied in greater depth in order to explore connections between cognitive and emotional development. Schematic theory and attachment theory were used as frameworks for analysing the observations. Video observations were made over a period of 18 months. These were viewed and analysed by a researcher, Edward's mother and Edward's Key Person in the nursery. Edward found separating from his mother extremely painful and repeatedly used his play with objects to explore "separation" and "connection". It is argued that children's repeated actions may be prompted by current emotional needs and that links can be made between children's schemata (repeated patterns of action) and emotional development by drawing on psychoanalytic theory. The author also acknowledges the novelty of this approach for her, as a teacher, although these kinds of interpretation are common within the fields of play therapy and psychotherapy and are used increasingly in education. (Contains 1 note.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10