File(s) under permanent embargo
Supporting Children's Resilience: Early Childhood Educator Understandings
journal contribution
posted on 2016-09-01, 00:00 authored by Kerryn ArchdallKerryn Archdall, Anna KilderryAnna KilderryTHIS PAPER HAS TWO AIMS. First, it examines how children's resilience is being defined and discussed in literature, and second, it presents findings from a small-scale study that investigated early childhood educator understandings of children's resilience across the curriculum. Considering resilience as a multifaceted construct, the authors question why children's resilience should be a focus for educator practice and how research literature is portraying the role of educators in supporting children to become resilient. The findings illustrate that educators in the study had varied understandings of the notion of resilience and how to support children's resilience. Spontaneous and unplanned teaching strategies were revealed as the educators' main approach of supporting children's resilience. There was also some uncertainty about how to identify resilience according to educators in the study. The study's findings raise critical implications and questions for the early childhood sector, one of these being: Is the fostering and supporting of children's resilience too important an educational issue to be left to the fate of spontaneous incidents to arise in practice?
History
Journal
Australasian Journal of Early ChildhoodVolume
41Issue
3Pagination
58 - 65Publisher
SAGE PUBLICATIONS LTDPublisher DOI
ISSN
1836-9391eISSN
1839-5961Language
EnglishPublication classification
C Journal article; C1 Refereed article in a scholarly journalCopyright notice
2016, Early Childhood AustraliaUsage metrics
Categories
No categories selectedLicence
Exports
RefWorks
BibTeX
Ref. manager
Endnote
DataCite
NLM
DC