Abstract
This qualitative phenomenological study explored the phenomenon on the separation anxiety among kindergarten pupils. The study revealed two (2) generated major themes with seven (7) subthemes that emerged during several interviews and focus group discussions (FGD) with the research participants. The causes of separation anxiety was considered the first major theme with three (3) subthemes: (a) stress, (b) new environment, and (c) overprotected parents. The display of separation anxiety was the second major theme that emerged with four (4) subthemes: (a) crying, (b) clinginess, (c) shyness, and (d) silence. The study further revealed one (1) major theme emerged with three (3) subthemes. The separation anxiety’s intrusiveness was the major theme that emerged with three (3) subthemes: (a) parents hampered daily routine activities, (b) teachers’ disruptive school-related activities, and (c) agent for pupil’s behavioral change. In terms of the coping mechanisms of parents and kindergarten teachers concerning the separation anxiety among kindergarten pupils, the results showed that there was one (1) major theme and three (3) subthemes. The fostering dialogue was the generated major theme and the subthemes are: (a) validate their feelings, (b) do not sneak out, and (c) clear communication. Parents and teachers should be vigilant in monitoring and should address children who exhibit signs of separation anxiety so that they may be treated as early and effectively as possible.
Keywords: Separation Anxiety, Kindergarten Learners, Lived Experiences of Parents, Lived Experiences of Teachers
*This paper is presented at the 4th International Conference on Multidisciplinary Industry and Academic Research (ICMIAR) 2023
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