Teachers Facilitating Support for Young Children Experiencing Parental Separation and Divorce

Linda Mahony, K Walsh, J Lunn, A Petriwskyj

    Research output: Contribution to journalArticle

    Abstract

    This paper reports on a study of Australian early childhood teachers’ pedagogical practices with young children experiencing parental separation and divorce. Twenty-one semi-structured interviews and a focus group were conducted to explore the actions of teachers to support young children experiencing parental separation and divorce. A grounded theory approach was used to analyse data. Teachers reported actions that were focussed on constructing emotional, behavioural, and academic support for young children, as well as forming partnerships with parents, school personnel, and community members to assist. Results are discussed in terms of the implications for professional practice.
    Original languageEnglish
    Pages (from-to)2841-2852
    Number of pages12
    JournalJournal of Child and Family Studies
    Volume24
    Issue number10
    DOIs
    Publication statusPublished - Oct 2014

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