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Journal of Child and Family Studies

, Volume 24, Issue 10, pp 2841–2852 | Cite as

Teachers Facilitating Support for Young Children Experiencing Parental Separation and Divorce

  • Linda MahonyEmail author
  • Kerryann Walsh
  • Joanne Lunn
  • Anne Petriwskyj
Original Paper

Abstract

This paper reports on a study of Australian early childhood teachers’ pedagogical practices with young children experiencing parental separation and divorce. Twenty-one semi-structured interviews and a focus group were conducted to explore the actions of teachers to support young children experiencing parental separation and divorce. A grounded theory approach was used to analyse data. Teachers reported actions that were focussed on constructing emotional, behavioural, and academic support for young children, as well as forming partnerships with parents, school personnel, and community members to assist. Results are discussed in terms of the implications for professional practice.

Keywords

Grounded theory Divorce Pedagogical practice School Teacher support 

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Copyright information

© Springer Science+Business Media New York 2014

Authors and Affiliations

  • Linda Mahony
    • 1
    Email author
  • Kerryann Walsh
    • 1
  • Joanne Lunn
    • 1
  • Anne Petriwskyj
    • 1
  1. 1.Faculty of EducationQueensland University of TechnologyBrisbaneAustralia

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