Supporting resilience in early years classrooms: the role of the teacher
Year: 2014
Type: article
Abstract: It is an accepted fact that resilience is a multifaceted phenomenon which has been proven to affect the learning, growth and development of individuals. A child’s 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.
Source: Teachers and Teaching
Authors: Andrea Nolan, Ann Taket, Karen Stagnitti
Institution: Deakin University
Language: English
Topic: Resilience and Mental Health
Subfield: Clinical Psychology
Field: Psychology
Domain: Social Sciences
Open Access status: green
Funder: Health Promotion Agency
OpenAlex ID: W2105804483