Exploring teachers’ experiences of the eco-systemic factors creating fear in young South African children

Résumé

South African children are exposed to social ills such as crime, unemployment, poverty, violence, divorce and neglect, which cause high levels of fear and insecurity. The study used Bronfenbrenner’s bio-ecological systems theory to investigate teachers’ perspectives of the eco-systemic factors creating fear in the foundation phase learners. Semi-structured interviews were used in this qualitative approach. Six teachers, two from each of a low, a middle, and a high socioeconomic status school in Pretoria, participated in the open-ended questions. The results highlighted that bullying, negligence, violence, and COVID-19 created fear in young children. The findings suggest that exposure to fearful situations interferes with the well-being of young children and their ability to learn effectively. Teachers’ lack of competencies in supporting children to cope with fear adds to the low participation of learners in the classroom. Therefore, teachers need adequate training during pre- and in-service training to support learners. The study foregrounds teachers’ voices from three different SES and highlights the importance of using a systematic approach to explore teachers’ experiences of the ecological factors that create fear in young South African children.

Citer ce document

Accès au document

Texte intégral en lecture en ligne, réservé aux abonnés SPHAERO et aux membres de l'institution. Se connecter

Voir l'article sur le site de la revue

Auteur(s)

Statistiques

Consultations : 1

Téléchargements : 0