Families and transition to school
This collection addresses issues related to families and transition, and pays special attention to the transition to school, the effect of this on the family, as well as the effect of the family on that transition. It celebrates the roles of families, locating them as integral partners in time of tr...
| Other Authors: | Dockett, Sue,, Griebel, Wilfried,, Perry, Bob, 1945-, SpringerLink (Online service) |
|---|---|
| Format: | eBook |
| Language: | English |
| Published: |
Cham, Switzerland :
Springer,
[2017]
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| Physical Description: |
1 online resource. |
| Series: |
International perspectives on early childhood education and development ;
v. 21. |
| Subjects: |
Table of Contents:
- Contributors; Chapter 1: Transition to School: A Family Affair; 1.1 Introduction; 1.2 Defining Transition; 1.3 Transition in Context; 1.4 Exploring Transition; 1.4.1 Transition as Movement; 1.4.2 Events That Mark Transition; 1.4.3 Processes of Transition; 1.4.3.1 Proximal Processes; 1.4.3.2 Routines as Processes; 1.4.3.3 Transformational Processes; 1.5 Families: More Than Context; 1.6 Families and Transition; 1.6.1 Home-School Connections; 1.6.2 Families in Transition; 1.7 In Summary; References; Part I: Experiences and Expectations of Families as Children Start School.
- Chapter 2: Transition to Being Parents of a School-Child: Parental Perspective on Coping of Parents and Child Nine Months After School Start2.1 Theoretical Background; 2.2 State of Research; 2.3 Research Questions
- Hypotheses; 2.4 Method; 2.4.1 Sample; 2.4.2 Data Collection and Analysis; 2.5 Results; 2.5.1 Parents' Awareness of Own Transition; 2.5.2 Characteristics of 'Positive Copers' vs. 'Negative Copers'; 2.5.2.1 Individual Level; 2.5.2.2 Interactional Level; 2.5.2.3 Contextual Level; 2.6 Discussion and Conclusions; Appendix; References.
- Chapter 3: Giving Voice to Families from Immigrant and Refugee Backgrounds During Transition to School3.1 Introduction; 3.2 Theoretical Perspectives; 3.3 Backpacks and Transitions; 3.4 The Study; 3.5 Perspectives; 3.5.1 Sharing Teachers' Perspectives; 3.5.2 Giving Voice to Families; 3.6 Conclusion: Easing the Load?; References; Chapter 4: Hope, Despair and Everything in Between
- Parental Expectations of Educational Transition for Young Children with Intellectual Disability; 4.1 Introduction; 4.2 Theoretical Perspectives.
- 4.3 Parental Expectations and Involvement in Educational Transitions
- Previous Research4.4 The Swedish Context and Project Description; 4.5 Results; 4.5.1 The Decision to Start School; 4.5.1.1 Receiving the Correct Support; 4.5.1.2 Belonging Within the Mainstream of Society; 4.5.2 Smooth Transition; 4.5.2.1 How to Bridge Knowledge; 4.5.2.2 Knowledge to Be Bridged; 4.5.3 Dualism in Expectations; 4.5.3.1 Expectations of Professionalism; 4.5.3.2 Worries About Increased Demands; 4.5.3.3 Worries About Transportation and Information; 4.6 Discussion; References.
- Chapter 5: 'Everybody Has Got Their Own Story': Urban Aboriginal Families and the Transition to School5.1 Introduction; 5.2 What Is Parent Involvement in Schools?; 5.3 A Framework of Parent Involvement in Schools; 5.4 Parent Involvement in Schools for Families of Aboriginal Children; 5.5 The Rhetoric-Reality Gap; 5.6 The Gudaga Study; 5.6.1 Case Study 1; 5.6.2 Case Study 2; 5.6.3 Case Study 3; 5.7 Discussion; 5.8 Concluding Thoughts; References; Part II: Resources Families Bring to Transition to School.