1,204
Views
2
CrossRef citations to date
0
Altmetric
Articles

Children’s everyday manifestations of grief and grieving in early childhood education and care

ORCID Icon, ORCID Icon, ORCID Icon & ORCID Icon
Pages 1786-1799 | Received 22 Oct 2020, Accepted 20 May 2021, Published online: 31 May 2021

References

  • Adams, M., & Quiñones, G. (2020). Collaborative pathways to friendship in early childhood: A cultural–historical perspective. Abingdon: Routledge.
  • Arslan, S. B., & Buldukoglu, K. (2019). Grief support programs implemented to reduce the effects of grief on family. Current Approaches in Psychiatry, 11(3), 402–417.
  • Bowman, M.-A. S. (2018). Final gifts: Lessons children can learn from dogs about end-of-life, loss, and grief. In M. R. Jalongo (Ed.), Children, dogs and education: Caring for, learning alongside, and gaining support from canine companions (pp. 131–152). Cham, Switzerland: Springer.
  • Bozhovich, L. I. (2009). The social situation of child development. Journal of Russian and East European Psychology, 47(4), 59–56.
  • Brinkmann, S. (2017). The culture of grief. Retrieved from https://www.kommunikation.aau.dk/digitalAssets/268/268233_the-culture-of.grief.pdf
  • Brinkmann, S. (2019). Learning to grieve: A preliminary analysis. Culture & Psychology, 26(3), 469–483.
  • Brinkmann, S., & Kofod, E. H. (2018). Grief as an extended emotion. Culture & Psychology, 24(2), 160–173.
  • Cekaite, A., & Bergnehr, D. (2018). Affectionate touch and care: Embodied intimacy, compassion and control in early childhood education. European Early Childhood Education Research Journal, 26(2), 940–955.
  • Cekatie, A., & Burselski, M. (2021). Crying and crying responses: A comparative exploration of pragmatic socialization in Swedish and Japanese preschool. Journal of Pragmatics, 178, 329–348.
  • Ener, L., & Ray, D. C. (2017). Exploring characteristics of children presenting to counseling for grief and loss. Journal of Children Family Studies, 27(8), 860–871.
  • Hedegaard, M. (2008). Principles for interpreting research protocols. In M. Hedegaard, & M. Fleer (Eds.), Studying children: A cultural–historical approach (pp. 46–64). Berkshire, UK: Open University Press.
  • Hedegaard, M. (2009). Children’s development from a cultural–historical approach: Children’s activity in everyday local settings as foundation for their development. Mind, Culture, and Activity, 16(1), 64–82.
  • Hedegaard, M. (2012). The dynamic aspects in children’s learning and development. In M. Hedegaard, A. Edwards, & M. Fleer (Eds.), Motives in children’s development: Cultural–historical approaches (pp. 9–27). Cambridge, UK: Cambridge University Press.
  • Hedegaard, M. (2014). The significance of demands and motives across practices in children’s learning and development: An analysis of learning in home and school. Learning, Culture and Social Interaction, 3(3), 188–194.
  • Hedegaard, M. (2019). Children’s perspectives and institutional practices as keys in a wholeness approach to children’s social situations of development. In A. Edwards, M. Fleer, & L. Bøttcher (Eds.), Cultural–historical approaches to studying learning and development: Societal, institutional and personal perspectives (pp. 23–41). Singapore: Springer.
  • Hedegaard, M., & Fleer, M. (2010). Children’s development as participation in everyday practices across different institutions. Mind, Culture, and Activity, 17(2), 149–168.
  • Hedegaard, M., & Fleer, M. (2013). Play, learning, and children’s development: Everyday life in families and transition to school. Cambridge, UK: Cambridge University Press.
  • Hilppö, J. A., Rajala, A., & Lipponen, L. (2019). Compassion in children’s peer cultures. In G. Barton, & S. Garvis (Eds.), Compassion and empathy in educational contexts (pp. 79–96). Cham, Switzerland: Palgrave Macmillan.
  • Hilppö, J. A., Rajala, A., Lipponen, L., Pursi, A., & Abdulhamed, R. (2019). Studying compassion in the work of ECEC educators in Finland: A sociocultural approach to practical wisdom in early childhood education settings. In S. Phillipson, & S. Garvis (Eds.), Teachers’ and families’ perspectives in early childhood education and care: Early childhood education in the 21st century vol. II (pp. 71–83). London: New York, NY: Routledge, Taylor & Francis Group.
  • Jones, L. (2020). Grief and loss in displaced and refugee families. In S. J. Song, & P. Ventevogel (Eds.), Child, adolescent and family refugee mental health: A global perspective (pp. 123–149). Switzerland: Springer.
  • Kochen, E. M., Jenken, F., Boelen, P. A., Deben, L. M. A., Fahner, J. C., van den Hoogen, A., … Kars, M. C. (2020). When a child dies: A systematic review of well-defined parent-focused bereavement interventions and their alignment with grief- and loss theories. BMC Palliative Care, 19(1), 1–22. doi:10.1186/s12904-020-0529-z
  • Kofod, E. H., & Brinkmann, S. (2017). Grief as a normative phenomenon: The diffuse and ambivalent normativity of infant loss and parental grieving in contemporary western culture. Culture & Psychology, 23(4), 519–533.
  • Kravtsova, E. E. (2010a). Play in the non-classical psychology of L. S. Vygotsky. In L. Brooker, M. Blaise, & S. Edwards (Eds.), The Sage handbook of play and learning in early childhood (pp. 21–30). London, UK: Sage Publications Ltd.
  • Kravtsova, E. E. (2010b). Vygotsky’s nonclassical psychology: The dual nature of the position of the subject. Journal of Russian and East European Psychology, 48(4), 17–24.
  • Lipponen, L. (2018). Constituting cultures of compassion in early childhood educational settings. In S. Garvis, & E. E. Ødegaard (Eds.), Nordic dialogues on children and families (pp. 39–50). Abingdon, OX: Routledge.
  • Lipponen, L., Rajala, A., & Hilppö, J. (2018). Compassion and emotional worlds in early childhood education. In C. Pascal, T. Bertram, & M. Veisson (Eds.), Early childhood education and change in diverse cultural contexts (pp. 168–178). Abingdon, OX: Routledge.
  • Lubetzky, O. (2018). The death of a mother in childhood: Reflected in the work of Two writers. Journal of Prenatal and Perinatal Psychology and Health, 32(3), 339–345.
  • O’Connor, C., & Joffe, H. (2020). Intercoder Reliability in Qualitative Research: Debates and Practical Guidelines. International Journal of Qualitative Methods, 19: 1-13.
  • Papa, A., & Litz, B. (2011). Grief. In W. T. O’Donohue, & C. Draper (Eds.), Stepped care and e-health Practical Applications to Behavioral Disorders (pp. 223–245). New York: Springer.
  • Quiñones, G. (2013a). Play performance and affect in a Mexican telenovela. In I. Schousboe, & D. Winther-Linqvist (Eds.), Children’s play and development: Cultural–historical perspectives (pp. 89–106). Dordrecht: Springer.
  • Quiñones, G. (2013b). Vivencia Perezhivanie in the everyday life of children [Doctoral dissertation, Monash University]. Monash University Bridges. Retrieved from http://arrow.monash.edu.au/hdl/1959.1/901205
  • Quiñones, G. (2014). A visual and tactile path: Affective positioning of researcher using a cultural-historical visual methodology. In M. Fleer, & A. Ridgway (Eds.), Visual methodologies and digital tools for researching with young children (pp. 111–128). Switzerland: Springer.
  • Quiñones, G., & Fleer, M. (2011). “Visual vivencias”: A cultural–historical tool for understanding the lived experiences of young children’s everyday lives. In E. Johansson, & J. White (Eds.), Educational research with our youngest: Voices of infants and toddlers (pp. 107–129). Dordrecht: Springer.
  • Rajala, A., & Lipponen, L. (2018). Early childhood education in Finland: Compassion in narrations of early childhood education student teachers. In S. Garvis, S. Phillipson, & H. Harju Luukkainen (Eds.), International perspectives on early childhood education and care: Early childhood education in the 21st century volume 1 (pp. 64–75). New York, NY: Routledge.
  • Vygotsky, L. S. (1966). Play and its role in the mental development of the child. VoprosyPsikhologii (Psychology Issues), 12(6), 62–76.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.