Experiences of the Disadvantaged Children Receiving Family and School Support in Transition to Preschool: 'Mom! Leave My Backpack and Turn Back Home!'

Autor/in	Yanik Özger, Betül
Titel	Experiences of the Disadvantaged Children Receiving Family and School Support in Transition to Preschool: 'Mom! Leave My Backpack and Turn Back Home!'
Quelle	In: Education 3-13, 51 (2023) 2, S.349-363 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Yanik Özger, Betül)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4279
DOI	10.1080/03004279.2022.2027994
Schlagwörter	Foreign Countries; Preschool Education; Young Children; Disadvantaged Youth; Family Involvement; Experience; Student Adjustment; Transitional Programs; Program Effectiveness; Interpersonal Relationship; Peer Relationship; Teacher Student Relationship; Communication Problems; Language; Barriers; Parent Teacher Cooperation; Turkey; Syria + Suchen Sie Ihr Suchwort? Ausland; Pre-school education; Vorschulerziehung; Frühe Kindheit; Benachteiligter Jugendlicher; Erfahrung; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Peer-Beziehungen; Teacher student relationships; Lehrer-Schüler-Beziehung; Kommunikationsbarriere; Languages; Sprache; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Türkei; Syrien
Abstract	A successful school start is possible with a long and collaborative transition process. In this action research, the one-week transition program in preschool education in Turkey was extended to 8 months and supported with teacher--parent communication to examine children's transition experiences during the process. The data were collected from 23 Turkish and 2 Syrian children and their families through observation, interview and document analysis and administered to content analysis. The Turkish children were observed to start preschool education more willingly establishing positive relationships with their teachers and peers, while the Syrian children experienced more adaptation problems due to language barriers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01