Nursery Teacher’s Support to Parents of “Children of Concern”

DOI Web Site

Bibliographic Information

Other Title
  • 発達上“気になる子ども”の保護者に対する保育園の保育士の支援内容
  • ハッタツ ジョウ"キ ニ ナル コドモ"ノ ホゴシャ ニ タイスル ホイクエン ノ ホイクシ ノ シエン ナイヨウ

Search this article

Abstract

<p>Objective: This research was aimed to clarify the experience of nursery teachers’ support to the parents of “children of concern” about their developmental disabilities.</p><p>Methods: An inductive research methodology was used for the analysis. We conducted semi-structured interviews with 12 nursery teachers who had supported parents of “children of concern.”</p><p>Results: Following five core categories were extracted as actual situations of nursery teacher’s support to parents of “children of concern”: functional relationship building as a groundwork for conveying the core, the transmission of the core with a consideration of methods and timing, support for the utilization of professional support that considers the feelings of parents, nursery teacher’s sense of reassurance by the information sharing and advice, and a sense of difficulty a nursery teacher has toward parents when expected responses are not observed.</p><p>Discussion: Nursery teachers promoted the awareness toward the development of a child and professional support through the deepening of relationship with parents by making use of the strength of having the site of nursing practice and of being connected with parents daily. On the other hand, it was clarified that they felt difficulty in dealing with parents who had negative reaction and lacked a sense of difficulty.</p>

Journal

Related Projects

See more

Keywords

Details 詳細情報について

Report a problem

Back to top