Children's Transitions to School: "So What about the Parents?" or "So, What about the Parents?"

Autor/inn/en	Webb, Grant; Knight, Bruce Allen; Busch, Gillian
Titel	Children's Transitions to School: "So What about the Parents?" or "So, What about the Parents?"
Quelle	In: International Journal of Early Years Education, 25 (2017) 2, S.204-217 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0966-9760
DOI	10.1080/09669760.2017.1301808
Schlagwörter	Family Involvement; Family School Relationship; Transitional Programs; Foreign Countries; Parent Child Relationship; Parent Attitudes; Emotional Response; Australia + Suchen Sie Ihr Suchwort? Ausland; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Elternverhalten; Emotionales Verhalten; Australien
Abstract	Children progress through a number of life transitions and each is a pivotal point of development and growth for them, their parents and family members. Through a review of the literature, the Bioecological Model will be used to frame childhood transitions as highly social, contextualised and political. This paper will assert that governments, schools and educators have an increased role in supporting parents with their changing roles, responsibilities and relationships as their child transitions to school and that schools need to provide space for parents to share their own transition to school narratives in order to better understand the effect these stories may have on the transition process for them and their children. Finally, schools and systems will be challenged to engage in a strengths-based approach to support parents at this pivotal time in their own and their child's growth and development and call for increased research to identify ways in which this can occur within respectful, collaborative and agentic relationships. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01