|Appears in Collections:||Faculty of Social Sciences Journal Articles|
|Peer Review Status:||Refereed|
|Title:||Nurture corners in preschool settings: involving and nurturing children and parents|
|Citation:||Stone K, Burgess C, Daniel B, Smith J & Stephen C (2017) Nurture corners in preschool settings: involving and nurturing children and parents, Emotional and Behavioural Difficulties, 22 (4), pp. 383-396.|
|Abstract:||This article draws on the findings from a small qualitative study which focused on gathering perspectives and accounts of experiences from nursery practitioners, health and third sector professionals and parents. It explored the ways in which parents/carers and practitioners experienced the nurture approach developed in preschool settings in Glasgow, Scotland and their perspectives on the impact that this provision has had on the development and well-being of young children and family engagement in learning. The findings provided some insights into the specific ways in which settings involved parents and worked towards developing a nurturing ethos towards parents themselves, underpinned by the following three elements: a welcoming setting, sensitive and empathic staff and creative practice. The study identified challenges for some nurseries in achieving this, such as the limited scope for nurture corner practitioners in some of the settings to fully utilise their skills with parents due to accommodation constraints.|
|Rights:||This item has been embargoed for a period. During the embargo please use the Request a Copy feature at the foot of the Repository record to request a copy directly from the author. You can only request a copy if you wish to use this work for your own research or private study. This is an Accepted Manuscript of an article published by Taylor & Francis Group in Emotional and Behavioural Difficulties on 02 May 2017, available online: http://www.tandfonline.com/10.1080/13632752.2017.1309791|
|Stone et al 2017.pdf||1.04 MB||Adobe PDF||Under Embargo until 2018-11-03 Request a copy|
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