Adaptation in the Transition to School: Perspectives of Parents, Preschool and Primary School Teachers

Autor/inn/en	Correia, Karla; Marques-Pinto, Alexandra
Titel	Adaptation in the Transition to School: Perspectives of Parents, Preschool and Primary School Teachers
Quelle	In: Educational Research, 58 (2016) 3, S.247-264 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1881
DOI	10.1080/00131881.2016.1200255
Schlagwörter	Foreign Countries; Student Adjustment; Parent Attitudes; Teacher Attitudes; Parents; Preschool Teachers; Elementary School Teachers; Elementary School Students; Preschool Children; Qualitative Research; Focus Groups; Parent School Relationship; Parent Student Relationship; School Administration; Teacher Characteristics; Teaching Methods; Interviews; Portugal + Suchen Sie Ihr Suchwort? Ausland; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Elternverhalten; Lehrerverhalten; Eltern; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Qualitative Forschung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Interviewing; Interviewtechnik
Abstract	Background: Transition to school is a highly demanding phase at an intellectual, social and emotional level and is, therefore, an opportunity for growth and development. Despite the greater emphasis given to school transition in Portugal over recent years, namely by means of new educational policies, studies on the adaptation processes involved in the transition to primary school are still scarce. Purpose: The present qualitative study sets out to contribute to the knowledge on the adaptation process of children to school transition (around age 6) in Portugal, by comparing preschool teachers', primary school teachers', and parents' perceptions about success indicators and relevant factors in the transition to school. Design and method: In order to collect data, 14 focus group interviews with different participants were conducted, three with preschool teachers (N = 18), three with primary school teachers (N = 13), four with parents conducted before the child's transition to primary school (N = 14) and four with parents conducted after the child's transition to primary school (N = 20). Results: While the preschool and primary school teachers stressed factors of a family nature, such as parental involvement and parental support of children, the parents referred more frequently to the overall running of the school and the characteristics and methodology of the teacher as being relevant to the adaptation process in the first year of primary education. Conclusions: The findings suggest different factors associated with adaptation to school and also offer clues for designing strategies to facilitate such adaptation. New strategies are needed to facilitate the construction of a robust educational family-school partnership. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01