Original scientific paper
https://doi.org/10.32728/mo.19.1.2024.02
Analysing the Stress-Related Factors of Parental Adaptation During Early Childhood Daycare Transition
Ana Mirosavljević
orcid.org/0000-0002-2892-6548
; University of Slavonski Brod, Department of Social Sciences and Humanities
Ana Maria Marinac
orcid.org/0000-0002-6872-9338
; Doctoral Researcher at Doctoral Study Programme Pedagogy and Contemporary School Culture, Faculty of Humanities and Social Sciences
Ivana Prša
; Kindergarten Ivana Brlić Mažuranić in Slavonski Brod
Abstract
This study explores the emotional experiences and stress management strategies of parents during their young children’s initial transition to daycare. Utilizing a survey-based methodology, the research examined the psychological dynamics of 110 parents (92.7% women, 7.3% men) with children aged 12-36 months across Croatia. The investigation focused on understanding parental stress sources, coping mechanisms, and factors contributing to stress reduction during this critical developmental period. Key findings revealed that 40% of parents reported decreased stress levels over time, with 29.1% experiencing complete stress cessation. Verbal communication emerged as the primary stress management strategy, with 79.1% of participants identifying dialogue as their main coping mechanism. The study highlighted the crucial role of parent- kindergarten teacher communication, with 97.3% of participants rating their interactions as good or excellent. Emotional responses among parents included significant separation anxiety, concerns about child safety, feelings of guilt, and occasional excitement about socialization opportunities. Primary stressors included overcrowded educational groups, potential disease transmission, and concerns about individualized child care. Factors mitigating parental stress encompassed transparent communication, photographic documentation of children’s activities, trust in kindergarten teachers’ professionalism, and family support. The research contributes to understanding the complex emotional landscape of kindergarten teachers education, emphasizing that parental stress is dynamic and responsive to support interventions. Future research could explore targeted strategies for supporting parents during this critical developmental transition.
Keywords
daycare transition; early childhood education; parental stress; parent-kindergarten teacher; communication
Hrčak ID:
332421
URI
Publication date:
20.6.2025.
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