Starting School: What Matters for Children, Parents, and Educators?

Autor/inn/en	Dockett, Sue; Perry, Bob
Institution	Australian Early Childhood Association, Inc., Watson.
Titel	Starting School: What Matters for Children, Parents, and Educators?
Quelle	6 (1999) 3, (25 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISSN	1440-5148
ISBN	1-875890-40-8
Schlagwörter	Leitfaden; Childhood Attitudes; Educational Practices; Foreign Countries; Parent Attitudes; Primary Education; Program Effectiveness; School Entrance Age; School Readiness; Student Adjustment; Teacher Attitudes; Transitional Programs; Young Children; Australia + Suchen Sie Ihr Suchwort? Bildungspraxis; Ausland; Elternverhalten; Primarbereich; Einschulungsalter; Readiness for school; School ability; Schulreife; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Lehrerverhalten; Frühe Kindheit; Australien
Abstract	Starting school is a transition marked by excitement, trepidation, happiness, or sadness for all involved. This issue of the Australian Early Childhood Association Research in Practice Series discusses some of the issues described as important by children, parents, and preschool and elementary educators in an interview study of children's transition to school in Australia. Section 1 of the booklet presents children's views about starting school, focusing on their disposition toward school, expected differences from prior-to-school settings, the importance of friends, learning school rules, and the help children want from adults. Section 2 of the booklet presents parents' views about their children starting school, focusing on their child's social adjustment, their child's disposition or attitude toward school, anticipated physical demands of attending school, family issues, and concern about the educational environment their child will encounter. Section 3 of the booklet highlights educators' viewpoints, focusing on social adjustment issues, the importance of skill development, children's disposition toward school, the role of chronological age in starting school, their preference that children be over 5 years old when starting, and the importance of children learning to work independently at school. The booklet notes the importance of listening to the perspectives of all participants and lists characteristics of effective transition programs. A summary table of the issues raised in the booklet presents implications for practice in planning and managing young children's transition to school. (KB)
Anmerkungen	Australian Early Childhood Association, Inc., P.O. Box 105, Watson, ACT 2602, Australia ($9.95 Australian dollars). Tel: 02-6241-6900; Fax: 02-6241-5547; e-mail: national@aeca.org.au; Web site: http://www.aeca.org.au.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC