Chinese Parents' Perceptions and Practices of Parental Involvement during School Transition

Autor/in	Lau, Eva Yi Hung
Titel	Chinese Parents' Perceptions and Practices of Parental Involvement during School Transition
Quelle	In: Early Child Development and Care, 184 (2014) 3, S.403-415 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2013.792258
Schlagwörter	Foreign Countries; Parent Influence; Parent Participation; Parent Attitudes; Transitional Programs; Early Childhood Education; Interviews; School Readiness; School Community Relationship; Student Adjustment; Attitude Change; Family Environment; China; Hong Kong + Suchen Sie Ihr Suchwort? Ausland; Elternmitwirkung; Elternverhalten; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Interviewing; Interviewtechnik; Readiness for school; School ability; Schulreife; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Attitudinal change; Einstellungsänderung; Familienmilieu; Hongkong
Abstract	Parents' perceptions and practices of parental involvement during the transition from kindergarten to primary school were captured through individual interviews with 18 Chinese parents after their children had entered primary school. The responses revealed that in order to facilitate children's adjustment during school transition, parents tended to become more academic-focused in their involvement at home. Parents also reported their dissatisfaction with the infrequent home-school communication as well as the lack of opportunities for active involvement in school (e.g. volunteering and decision-making). The implications of this research for promoting a smooth school transition for children are discussed, together with directions for future research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10