pISSN : 1976-1961

Emotions of expatriate children and families transitioning into Malaysia: A cultural historical perspective



AUTHOR : Megan Adams

INFORMATION : page. 129~151 / 2014 Vol.8 No.2


ABSTRACT

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.

Keyword :

Emotion,perezhivanie,routines,international transitions


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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