Ez egy régi verzió, publikálva: 2022-05-07. Legfrissebb verzió elolvasása.

The emotional and relational impact of starting kindergarten for non-native speaking children: a case study of a three- year-old child

Szerzők

  • Angelika Toth

DOI:

https://doi.org/10.31074/gyntf.2022.3.291.297

Kulcsszavak:

emotional experience, anxieties, starting kindergarten, non-native speaking

Absztrakt

This paper presents a case study and some results of a longitudinal study conducted from 2013 to 2018 in preschools in Hungary and Switzerland. This study has been prepared as part of the author’s PhD research at the University of Geneva (Toth, 2018). The objective of this research was to reveal the relational and emotional experience of entering kindergarten/ school for non-native speaking children, i.e., children who do not speak and understand the language spoken at kindergarten or school. (In this case study, the chosen child did not speak Hungarian when she started kindergarten). To capture the complexity of the emotional experience, a special observation form has been chosen called the Esther Bick method (Bick, 1964; Franchi & Toth, 2014), which has been developed in the training of child psychotherapists in the Tavistock Clinic in London. Through the unconscious, projective, and transferential movements captured by the observations and completed by other mainly qualitative tools, I could reveal the internal movements that go through the children and approach their fears and their anxieties.

Letöltések

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Hivatkozások

Bick, E. (1964). Notes on Infant Observation in Psychoanalytic Training. International Journal of Psychoanalysis, 45, 558–566.

Franchi, V. (2014a). The role of infant observation in developing the capacity of workers with refugee and asylum-seeking families in France. Journal of Infant Observation and its applications, 17(1), 62–80. https://doi.org/10.1080/13698036.2014.895231

Franchi, V. (2014b, Ed). De Narcisse à Écho. Le rôle de l’observation psychanalytique dans la relation éducative. Éditions du Hublot.

Franchi, V. & Toth, A. (2014). Can you read the writing on the wall: What needs to happen for a researcher to see what she is observing? Infant Observation and Its Applications, 17(2), 126–139. https://doi.org/10.1080/13698036.2014.937964

Payet, J.-P., Sanchez-Mazas, M., Giuliani, F. E. & Fernandez, R. (2011). L’agir scolaire entre régulations et incertitudes. Vers une typologie des postures enseignantes de la relation à autrui. Éducation et Sociétés, 1(27), 23–37. https://doi.org/10.3917/es.027.0023

Rosenbaum, F. (2010). Les humiliations de l’exil: les pathologies de la honte chez les enfants migrants. Fabert.

Toth, A. (2018). L’entrée à l’école: l’expérience émotionnelle et relationnelle de la transition des enfants allophones dans les contextes suisse (Genève) et hongrois (Budapest). (Az óvodakezdés érzelmi és kapcsolati kihívásai idegenajkú gyerekek számára svájci (Genf) illetve magyar (Budapest) kontextusokban). PhD-thèse. Université de Genève, Genf. 10.13097/archive-ouverte/unige:104518

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Megjelent

2022-05-07

Verziók

Hogyan kell idézni

Toth, A. (2022). The emotional and relational impact of starting kindergarten for non-native speaking children: a case study of a three- year-old child. Gyermeknevelés Tudományos Folyóirat, 10(2–3), 291–297. https://doi.org/10.31074/gyntf.2022.3.291.297