Preschool Teachers' perception and Practices about the Psychosocial Needs of Early Childhood
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Date
2015-06
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Addis Ababa University
Abstract
This study aimed at investigating the perceptions and practices preschool teachers have
on the psychosocial needs of early childhood, the strategies they apply for supporting the
children, and challenges encountered not to give support. The study took on qualitative design
and a case study research methodology. Data were collected from multiple sources that included
J J preschool teachers who were purposefully selected Fom two preschools through in-depth
interview, Key informants, observation, and document review. Then the qualitative data content
analysis was conducted. The results indicated that teachers had awareness on the different
psychosocial problems of early childhood Fom their experience, not Fom the training. But
teachers did not know how to help the children in organized way and some of the problems that
children have are beyond their capacity to help. The teaching strategies that most teachers
raised to give psychosocial support are play, stories extra care and extra work, counseling the
student and partnership with parents. The challenges for not to give support to early childhood
that the teachers said were lack of time, knowledge and motivation. And the result of this
research implies the recruitment of other professionals like social workers and special need
educators and also the training of early child hood teachers in preschools. The findings of this
study implied for social work research on having longitudinal studies on the psycho social
support that should be made to early childhood
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Keywords
Psychosocial Needs of Early Childhood