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Emotions of expatriate children and families transitioning into Malaysia: A cultural historical perspective
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  • Emotions of expatriate children and families transitioning into Malaysia: A cultural historical perspective
저자명
Megan Adams
간행물명
Asia-Pacific journal of research in early childhood educationKCI
권/호정보
2014년|8권 2호(통권15호)|pp.129-151 (23 pages)
발행정보
환태평양유아교육연구학회|한국
파일정보
정기간행물|ENG|
PDF텍스트(0.51MB)
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유아교육학
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서지반출

영문초록

Much of the literature on Third Culture Kids (TCKs) is focussed on negative emotions that children and adults experience during an international transition. Few studies were found that draw on a cultural historical reading of emotions during an international transition. This paper seeks to fill the gap by presenting a study of a young child and her family transitioning into Malaysia as expatriates and looks at the individual and collective emotions present at home and school during the transition. Findings positioned from the child’s perspective show heightened emotions gradually reducing over time with the support of the mother and teacher (Vygotsky, 1987). Further findings reveal that the absence of everyday routines adds to the range of heightened emotions felt by the individual child and collectively in the family and attending school is one of the first stable routines that the child undertakes. It is argued that a cultural-historical reading of this situation offers a different perspective and beginning theorization on the emotional development of children transitioning internationally.

목차

Introduction
Historical Literature
Emotion and international transitions
Emotions and Asia Pacific transitions
Empirical research from a cultural historical perspective ? emotions and transitions
The developing child
Perezhivanie as the unit of analysis
Study design
The research sites
Participants
Participant Summary
Procedure - Video observations
Video interviews
Perezhivanie as the unit of Analysis
Building the child’s perspective: routines and the process of emotional development
The Context of the Data Sets
The process of development ? a crisis period
The mother, teacher and child’s perspectives
Moving through the process of development ? a stable period
Implications for practice at home and school
Conclusion
References

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