| 1. |
- Andersson Søe, Martina, et al.
(författare)
-
‘Distance creates distance’ : preschool staff experiences and reflections concerning preschool introduction during the covid-19-Pandemic
- 2023
-
Ingår i: International Journal of Early Years Education. - : Informa UK Limited. - 0966-9760 .- 1469-8463. ; 31:1
-
Tidskriftsartikel (refereegranskat)abstract
- The social restrictions during the covid-19 pandemic have challenged many aspects of preschool everyday life. Particularly vulnerable to these restrictions is the aspect of introducing new children to preschool, since preschool introduction constitutes a natural arena for establishment of preschool staff’s relationships with children and their parents. Based on analysis of open-ended survey data (N = 465), the present study explores how Swedish preschool staff has experienced and dealt with the pandemic restrictions during preschool introduction. Our qualitative analysis resulted in three categories and six subcategories, including results demonstrating that social distancing-restrictions accentuate the importance of engaging relationally with the families, while simultaneously constituting a disconcerting complication since the physical distance constrains the important relationship-building between staff and parents. Moreover, the children seem to interpret the parent-staff physical distance as relational distance, which negatively affects their emerging relationship to preschool staff. Our results also show that how parental participation is organised during preschool introduction may be of critical importance for staff-child relational establishment, providing insights for researchers and practitioners in the field valuable to consider also in a non-pandemic context.
|
|
| 2. |
- Andersson Søe, Martina, et al.
(författare)
-
Distance Creates Distance: Preschool Staff Reflections and Experiences Concerning Preschool Introduction During the Covid-19-Pandemic
- 2021
-
Konferensbidrag (refereegranskat)abstract
- Recent attachment research attests that children’s relationships to preschool staff can contribute to their attachment development. The preschool introduction phase constitutes a natural arena for establishing these relationships, so organizing this introduction to enable relation-building between staff and children is essential. In Sweden, preschools stayed open during the covid-19-pandemic, however several social restrictions were implemented. The present study focuses on how these pandemic-related social restrictions have affected the prerequisites for facilitating good preschool staff-child interactions. By analyzing open-ended survey data (N = 465), we explored how preschool staff experienced the pandemic restrictions during preschool introduction. Our qualitative analysis demonstrates that while social distancing-restrictions accentuated the importance of engaging relationally with the families, physical distancing simultaneously constrained the parent-staff relationship-building. Importantly, the children seemed to interpret the parent-staff physical distance as relational distance, which negatively affected their emerging relationship to preschool staff. Our results also suggest that how parental participation is organized during preschool introduction may be critically important for child-staff attachment-related interactions, in a pandemic as well as a non-pandemic context. Finally, our results also highlight the significant contribution of preschool staff in supporting children’s coping with the crisis-related constraints during the important life-event of preschool transition.
|
|
| 3. |
- Andersson Søe, Martina, et al.
(författare)
-
Introduction to Preschool During the Covid-19-Pandemic: Impacts of Social Restrictions on Staff-Family Relational Establishment
- 2022
-
Konferensbidrag (refereegranskat)abstract
- The social restrictions during the covid-19 pandemic have challenged many aspects of preschool everyday life. Particularly vulnerable to these restrictions is the aspect of introducing new children to preschool, since preschool introduction constitutes a natural arena for establishment of preschool staff’s relationships with children and their parents. Organizing the preschool introduction to enable constructive relationship-building between preschool staff and the families, is, thus, crucial, not the least as recent attachment research suggest that preschool staff in early childhood education and care contexts can contribute to attachment development in children. In Sweden, preschools stayed open during the pandemic of covid-19, however with implementation of several social restrictions, such as physical distancing between preschool staff and parents. It is therefore crucial to understand whether, and how, these pandemic-related social restrictions have affected the prerequisites for facilitating good interactions between preschool staff and the families. Based on analysis of open-ended survey data (N = 465), the present study explored how Swedish preschool staff experienced and dealt with the pandemic restrictions during preschool introduction. Our qualitative analysis resulted in three categories and six subcategories, including results demonstrating that social distancing-restrictions accentuated the importance of engaging relationally with the families, while simultaneously constituting a disconcerting complication since the physical distance constrained the relationship-building between staff and parents. Moreover, the children seemed to interpret the parent-staff physical distance as relational distance, which negatively affected their emerging relationship to preschool staff. Our results also showed that it might be of special concern, also in a non-pandemic context, to consider the organization of parental participation, as it may be of critical importance for staff-child relational establishment. Lastly, to promote engagement of preschool staff, our results indicated that it might be essential to have reflexively defined procedures when introducing children to preschool.
|
|
| 4. |
- Andersson Søe, Martina, et al.
(författare)
-
Transition to Preschool : Paving the Way for Preschool Teacher and Family Relationship-Building
- 2023
-
Ingår i: Child and Youth Care Forum. - : Springer Science and Business Media LLC. - 1053-1890 .- 1573-3319. ; 52:6, s. 1249-1271
-
Tidskriftsartikel (refereegranskat)abstract
- Background: Previous research suggests that interactions between preschool teachers and children in early care and educational contexts can contribute to the child’s positive attachment development and socioemotional adjustment. Objective: Investigate how the transition process to preschool is organized and whether various ways of organizing it may differently influence family–teacher relationship-building and child adjustment. Methods: Conducted a mixed methods study of quantitative and qualitative survey data from Swedish preschool professionals (N = 535). Results: Preschool introduction varied across preschools in several structural aspects such as introduction length and intensity, timing for first child–parent separation, and number of children and teachers involved in the introduction process. Results moreover suggested that different introduction models were associated with different ways of engaging the parent, where the “parent-active” model was characterized by a high level of parental participation during the introductory activities. This was perceived by preschool professionals as positively influencing the family–teacher relational formation. Conclusion: Findings suggest that inviting parents to participate actively in preschool transition may help better engage them in the introduction process, which in turn may positively influence family–teacher relationship-building. Future research should focus in more detail on how child–teacher and parent–teacher interactions, respectively, influence family–teacher relationship-building and child adjustment during, and after, the introduction period.
|
|
| 5. |
|
|
| 6. |
|
|
| 7. |
|
|
| 8. |
- Bengtsson, Hans, et al.
(författare)
-
Mothers' representations of caregiving and their adult children's representations of attachment : intergenerational concordance and relations to beliefs about mothering
- 2008
-
Ingår i: Scandinavian Journal of Psychology. - : Wiley-Blackwell. - 0036-5564 .- 1467-9450. ; 49:3, s. 247-57
-
Tidskriftsartikel (refereegranskat)abstract
- Mothers (N= 35) and their adult children completed questionnaires and were interviewed in order to examine relationships between mothers' caregiving representations and their adult children's attachment representations, and relationships between attachment/caregiving representations and beliefs about mothering. Mothers' and their children's accounts of and present thinking about their past relationship were highly similar, indicating that the two parts develop concordant states of mind regarding their relationship. In contrast, there was no relationship between mothers' and their adult children's beliefs about mothering, suggesting that such beliefs are not simply passed on from generation to generation within families. Attachment/caregiving classification interacted with generation in influencing a belief that biological facts determine maternal behavior, young adults with preoccupied attachment being particularly prone to reject this idea. Attachment/caregiving classification also had a significant effect on participants' tendency to adhere to an idealized conception of mothering, this tendency being associated with a dismissive attachment/caregiving representation.
|
|
| 9. |
- Bengtsson, Hans, et al.
(författare)
-
Mothers' representations of caregiving and their adult children's representations of attachment: Intergenerational concordance and relations to beliefs about mothering.
- 2008
-
Ingår i: Scandinavian Journal of Psychology. - : Wiley. - 1467-9450 .- 0036-5564. ; 49:3, s. 247-257
-
Tidskriftsartikel (refereegranskat)abstract
- Mothers (N= 35) and their adult children completed questionnaires and were interviewed in order to examine relationships between mothers' caregiving representations and their adult children's attachment representations, and relationships between attachment/caregiving representations and beliefs about mothering. Mothers' and their children's accounts of and present thinking about their past relationship were highly similar, indicating that the two parts develop concordant states of mind regarding their relationship. In contrast, there was no relationship between mothers' and their adult children's beliefs about mothering, suggesting that such beliefs are not simply passed on from generation to generation within families. Attachment/caregiving classification interacted with generation in influencing a belief that biological facts determine maternal behavior, young adults with preoccupied attachment being particularly prone to reject this idea. Attachment/caregiving classification also had a significant effect on participants' tendency to adhere to an idealized conception of mothering, this tendency being associated with a dismissive attachment/caregiving representation.
|
|
| 10. |
|
|
