Communication Patterns and Stress in the Preschool: An Observational Study

Autor/inn/en	Sjödin, Fredrik; Neely, Gregory
Titel	Communication Patterns and Stress in the Preschool: An Observational Study
Quelle	In: Child Care in Practice, 23 (2017) 2, S.181-194 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sjödin, Fredrik) ORCID (Neely, Gregory)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1357-5279
DOI	10.1080/13575279.2016.1259159
Schlagwörter	Observation; Stress Variables; Preschool Teachers; Teacher Burnout; Teacher Attitudes; Fatigue (Biology); Faculty Workload; Questionnaires; Biochemistry; Physiology; Teacher Student Relationship; Preschool Children; Family Work Relationship; Educational Planning; Time Management; Peer Relationship; Work Environment; Measures (Individuals); Foreign Countries; Statistical Analysis; Sweden + Suchen Sie Ihr Suchwort? Beobachtung; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Burnout-syndrom; Burnout; Teacher; Teachers; Burnout-Syndrom; Lehrer; Lehrerin; Lehrerverhalten; Fatigue; Ermüdung; Fragebogen; Biochemie; Physiologie; Teacher student relationships; Lehrer-Schüler-Beziehung; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Bildungsplanung; Zeitmanagement; Peer-Beziehungen; Arbeitsmilieu; Messdaten; Ausland; Statistische Analyse; Schweden
Abstract	The study included 12 preschool departments, with two teachers in six departments characterised by high levels of stress and burnout and two teachers in six departments characterised by low levels of stress and burnout. A total of 24 females with a mean age of 43.5 years participated in the study. The teachers rated stress, fatigue, work demands and work burnout using different questionnaires. Cortisol samples were collected at wake up, one hour after wake up, at 11:00 am and at 09:00 pm. An observation study was conducted to create an overview of the communication patterns between the children and the personnel during different time periods. Significant differences between the two groups of teachers were observed regarding the organisation of the work and family situation. The high-stress teachers had more communications from colleagues than low-stress teachers, spent more time on pedagogical planning and had young children at home. These results support the view that the organisation is a central factor regarding stress experienced by preschool teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01