Children’s positive adjustment to first grade in risk-filled communities: A case study of the role of school ecologies in South Africa and Finland
This article presents a comparative case study on the ways in which children’s school ecologies facilitate their adjusting positively to first grade in risk-filled contexts in South Africa and Finland. The insights of two children (one South African, one Finnish) from socio-economically disadvantage...
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| Veröffentlicht in: | School psychology international 2016-04, Vol.37 (2), p.121-139 |
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| container_title | School psychology international |
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| creator | Kumpulainen, Kristiina Theron, Linda Kahl, Carlien Bezuidenhout, Carla Mikkola, Anna Salmi, Saara Khumalo, Tumi Uusitalo-Malmivaara, Lotta |
| description | This article presents a comparative case study on the ways in which children’s school ecologies facilitate their adjusting positively to first grade in risk-filled contexts in South Africa and Finland. The insights of two children (one South African, one Finnish) from socio-economically disadvantaged communities, their teachers, parents and significant others constitute the data corpus of this study. The data were collected via semi-structured interviews, ‘Day-in-the-Life’ video-recorded observations, and Draw-and-talk and photo elicitation methods. The data were analysed deductively using the seven, commonly recurring mechanisms of resilience as documented by Ungar (2015). The results demonstrate how resilience processes are co-constructed and gain their meaning within the given social ecology of a child. They underscore the importance of school ecologies being functional enough, in the face of socio-economic adversity, to continue to facilitate everyday resilience-supporting processes for children. The article ends by considering the lessons of this study for school psychologists. |
| doi_str_mv | 10.1177/0143034315614687 |
| format | Article |
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The insights of two children (one South African, one Finnish) from socio-economically disadvantaged communities, their teachers, parents and significant others constitute the data corpus of this study. The data were collected via semi-structured interviews, ‘Day-in-the-Life’ video-recorded observations, and Draw-and-talk and photo elicitation methods. The data were analysed deductively using the seven, commonly recurring mechanisms of resilience as documented by Ungar (2015). The results demonstrate how resilience processes are co-constructed and gain their meaning within the given social ecology of a child. They underscore the importance of school ecologies being functional enough, in the face of socio-economic adversity, to continue to facilitate everyday resilience-supporting processes for children. 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| ispartof | School psychology international, 2016-04, Vol.37 (2), p.121-139 |
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| subjects | Adversity At Risk Students Case Studies Children Children & youth Comparative Analysis Disadvantaged Ecology Educational Experience Elementary School Students Elicitation Finland Foreign Countries Grade 1 Low income areas Meaning Observation Parent Attitudes Parents & parenting Participatory Research Psychologists Resilience Resilience (Psychology) Role School Psychologists Semi Structured Interviews Significant others Social meaning Socioeconomic factors South Africa Structured interviews Student Adjustment Teacher Attitudes Teachers Video Technology |
| title | Children’s positive adjustment to first grade in risk-filled communities: A case study of the role of school ecologies in South Africa and Finland |
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