Transition to early childhood education: Parents' use of coping strategies in dealing with children's adjustment difficulties in Hong Kong

Transition to early childhood education: Parents' use of coping strategies in dealing with children's adjustment difficulties in Hong Kong

• Lam, Mei Seung Michelle The Hong Kong Institute of Education

Australasian Journal of Early Childhood, 39(3), 111-120, 2014

Early Childhood Australia Inc.

2014

• A 人的成長與發展
  • AF 家庭與成長、家庭關係、生育與育嬰、家庭教育、家長參與
• Q 教育體系與各級學校
  • QB 小學前之教育、育兒設施、母嬰保健設施

Kindergarten Transition School Australia Preschool

• Hong Kong

• 1997.7 onwards

• 未指定或無法歸類

THE TRANSITION FROM HOME to early childhood education can be stressful for both children and parents. How parents cope with this potentially stressful event affects both the children's adaptation and the parents' lives during the preschooler stage of the family lifecycle. This paper examines how parents respond to their children's adjustment difficulties, particularly a reluctance to attend school, by examining the coping strategies of 29 Hong Kong parents. The parents expressed different kinds of negative emotions regarding their children's reluctance to go to school due to various adjustment difficulties. Parents' coping strategies can be classified as planful coping, seeking social support, accepting responsibilities, distancing, self-controlling and positive reappraisal according to Folkman and Lazarus's Ways of Coping (WOC) framework. The implications of these strategies for how early childhood professionals can support parents are discussed.
[Copyright © 2014 Early Childhood Australia Inc.]

• 英文

期刊論文

• 18369391

https://bibliography.lib.eduhk.hk/tc/bibs/16af8b65

2015-06-23