Inclusive Transition Processes--Considering Socio-Economically Disadvantaged Parents' Views and Actions for Their Child's Successful School Start

Autor/inn/en	Rothe, Antje; Urban, Michael; Werning, Rolf
Titel	Inclusive Transition Processes--Considering Socio-Economically Disadvantaged Parents' Views and Actions for Their Child's Successful School Start
Quelle	In: Early Years: An International Journal of Research and Development, 34 (2014) 4, S.364-376 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-5146
DOI	10.1080/09575146.2014.966662
Schlagwörter	Foreign Countries; Disadvantaged; Socioeconomic Status; Parent Attitudes; Inclusion; Transitional Programs; Elementary Schools; Preschool Children; Elementary School Students; Interviews; Qualitative Research; Barriers; Longitudinal Studies; Enrollment; Preschool Teachers; Parent Teacher Cooperation; Germany + Suchen Sie Ihr Suchwort? Ausland; Socio-economic status; Sozioökonomischer Status; Elternverhalten; Inklusion; Elementary school; Grundschule; Volksschule; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Interviewing; Interviewtechnik; Qualitative Forschung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Einschulung; Erzieher; Erzieherin; Kindergärtnerin; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Deutschland
Abstract	Previous research has noted that the transition to primary school is important for future school success. As a result, an inclusive transition process to school has become increasingly important. However, this process is particularly difficult for socio-economically disadvantaged children in Germany. The study considers parents' views and actions in their children's transition, especially with regard to parent-professional cooperation. Over a period of 36 months (18 months before and 18 months after school entry), 89 qualitative interviews with parents were conducted. Although five of the 16 children were affected by selective mechanisms, all parents emphasised the importance of their child's regular school entry and assumed active roles in their child's education. The findings suggest underlying selective structures that undermine the development of inclusive transition structures. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10