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"We tend to underestimate the children!” – A qualitative analysis of preschool teachers’ views on child-parent-teacher relationship-building during preschool transition

Andersson Søe, Martina LU ; Schad, Elinor LU orcid and Psouni, Elia LU orcid (2024) In Scandinavian Journal of Educational Research p.1-16
Abstract
Upon preschool enrollment, the child-teacher relationship becomes important for the child’s continued development. We suggest that parents may be essential in supporting the establishment of such relationships from the first weeks of the child’s preschool enrollment, the so-called “introduction process”. Recent data indicates that Nordic preschools organize this aspect of preschool introduction differently, but no empirically informed knowledge-base exists on how to best support positive family-teacher interactions. To enrich this sparse topic, we conducted focus groups with Swedish preschool professionals (N = 31) to qualitatively acquire experiences and reflections on child-adult interactions during preschool introduction. Thematic... (More)
Upon preschool enrollment, the child-teacher relationship becomes important for the child’s continued development. We suggest that parents may be essential in supporting the establishment of such relationships from the first weeks of the child’s preschool enrollment, the so-called “introduction process”. Recent data indicates that Nordic preschools organize this aspect of preschool introduction differently, but no empirically informed knowledge-base exists on how to best support positive family-teacher interactions. To enrich this sparse topic, we conducted focus groups with Swedish preschool professionals (N = 31) to qualitatively acquire experiences and reflections on child-adult interactions during preschool introduction. Thematic analysis revealed two themes, centering around emotional security and the need to introduce the child and the parent(s). While emphasizing the importance of the parent’s presence near the child during the introduction process, dilemmas and conflicting ideas about how to arrange child-adult interactions were revealed, with potential implications for the child’s transition and the child-teacher relationship-building. (Less)
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author
; and
organization
publishing date
type
Contribution to journal
publication status
epub
subject
keywords
Educational psychology, Preschool, professional childcare, transition, attachment theory, systemic perspective, relationships
in
Scandinavian Journal of Educational Research
pages
16 pages
publisher
Taylor & Francis
external identifiers
  • scopus:85203000211
ISSN
1470-1170
DOI
10.1080/00313831.2024.2394392
project
Introducing the child and its parent(s): Child-teacher-parent relationship-building during preschool transition
language
English
LU publication?
yes
id
b754be00-65c0-4790-a999-c79c804500d9
date added to LUP
2024-08-29 11:19:04
date last changed
2024-11-18 12:35:22
@article{b754be00-65c0-4790-a999-c79c804500d9,
  abstract     = {{Upon preschool enrollment, the child-teacher relationship becomes important for the child’s continued development. We suggest that parents may be essential in supporting the establishment of such relationships from the first weeks of the child’s preschool enrollment, the so-called “introduction process”. Recent data indicates that Nordic preschools organize this aspect of preschool introduction differently, but no empirically informed knowledge-base exists on how to best support positive family-teacher interactions. To enrich this sparse topic, we conducted focus groups with Swedish preschool professionals (N = 31) to qualitatively acquire experiences and reflections on child-adult interactions during preschool introduction. Thematic analysis revealed two themes, centering around emotional security and the need to introduce the child and the parent(s). While emphasizing the importance of the parent’s presence near the child during the introduction process, dilemmas and conflicting ideas about how to arrange child-adult interactions were revealed, with potential implications for the child’s transition and the child-teacher relationship-building.}},
  author       = {{Andersson Søe, Martina and Schad, Elinor and Psouni, Elia}},
  issn         = {{1470-1170}},
  keywords     = {{Educational psychology; Preschool; professional childcare; transition; attachment theory; systemic perspective; relationships}},
  language     = {{eng}},
  month        = {{09}},
  pages        = {{1--16}},
  publisher    = {{Taylor & Francis}},
  series       = {{Scandinavian Journal of Educational Research}},
  title        = {{"We tend to underestimate the children!” – A qualitative analysis of preschool teachers’ views on child-parent-teacher relationship-building during preschool transition}},
  url          = {{http://dx.doi.org/10.1080/00313831.2024.2394392}},
  doi          = {{10.1080/00313831.2024.2394392}},
  year         = {{2024}},
}