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Supporting resilience in early years classrooms: the role of the teacher
journal contribution
posted on 2014-10-01, 00:00 authored by Andrea NolanAndrea Nolan, Ann TaketAnn Taket, Karen StagnittiKaren StagnittiIt is an accepted fact that resilience is a multifaceted phenomenon which has been proven to affect the learning, growth and development of individuals. A childs formative years are a time when resilience needs to be promoted so they can cope with the challenges of life. This paper reports some of the findings of an Australian Research Council-funded longitudinal study which investigated resilience in the context of significant transitions in the lives of children and young adults. This study explored the conditions and characteristics of resilience, looking at the educational, health, work-related or leisure interventions that support and foster resilience. Outlined in this paper are findings from the early years cohort of the study involving teachers pedagogy informing the practical approaches and strategies that promote and protect resilience in young children. It is argued that teachers working with young children need to be mindful of using enabling strategies in which their practice works purposively with the school environment and the building of relationships.
History
Journal
Teachers and teaching: theory and practiceVolume
20Issue
5Pagination
595 - 608Publisher
RoutledgeLocation
Abingdon, EnglandPublisher DOI
ISSN
1354-0602Language
engPublication classification
C Journal article; C1 Refereed article in a scholarly journalCopyright notice
2014, RoutledgeUsage metrics
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