Social and emotional challenges encountered in the beginning of school
Dimitrova, Tsvetelina (2009)
Laurea-ammattikorkeakoulu
2009
All rights reserved
Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:amk-200905283401
https://urn.fi/URN:NBN:fi:amk-200905283401
Tiivistelmä
The topic of this Bachelor’s thesis is Social and emotional challenges encountered in the beginning of school. The purpose is to present the social-emotional changes that accompany a significant period of an individual’s life such as starting school. The aim of the Bachelor’s thesis is to collect data that offers the children’s own experiences on the topic.
The study is qualitative and the data gathering method chosen is interview guide approach, also known as the semi-structured interview method. The informants were first grade pupils from Kilonpuisto school in Espoo. In order to participate in the study, signed permissions from parents and oral permissions from the pupils themselves, the head master of the school, and the class teacher were obtained.
The findings of the Bachelor’s thesis correspond to what has been discussed in the literature background section. Among the main results were changing relationships with others, such as peers and teachers, the importance of peer-relations, and building a new identity of a pupil in a new environment. The challenges the informants referred to could be gathered in the expressions being a pupil, school environment, friendships, teacher – pupil relationship, and teasing.
For the majority of informants starting school and being in school was entirely a positive and exciting experience. A few mentioned fear of the new place, people, and tasks. For some of the informants already existing friendships were crucial for overcoming the initial stress; for others it was the teacher and the activities that took place during the first few weeks.
The study is qualitative and the data gathering method chosen is interview guide approach, also known as the semi-structured interview method. The informants were first grade pupils from Kilonpuisto school in Espoo. In order to participate in the study, signed permissions from parents and oral permissions from the pupils themselves, the head master of the school, and the class teacher were obtained.
The findings of the Bachelor’s thesis correspond to what has been discussed in the literature background section. Among the main results were changing relationships with others, such as peers and teachers, the importance of peer-relations, and building a new identity of a pupil in a new environment. The challenges the informants referred to could be gathered in the expressions being a pupil, school environment, friendships, teacher – pupil relationship, and teasing.
For the majority of informants starting school and being in school was entirely a positive and exciting experience. A few mentioned fear of the new place, people, and tasks. For some of the informants already existing friendships were crucial for overcoming the initial stress; for others it was the teacher and the activities that took place during the first few weeks.