'She Thinks Her Toys Don't Understand Romanian': Family Engagement with Children's Learning during the Transition to School

Autor/in	Rogers, Susanne
Titel	'She Thinks Her Toys Don't Understand Romanian': Family Engagement with Children's Learning during the Transition to School
Quelle	In: European Early Childhood Education Research Journal, 26 (2018) 2, S.177-186 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-293X
DOI	10.1080/1350293X.2018.1441986
Schlagwörter	Academic Achievement; Transitional Programs; Foreign Countries; Metropolitan Areas; Family Involvement; Romance Languages; Mother Attitudes; Grounded Theory; Constructivism (Learning); Parent Teacher Cooperation; Case Studies; Interviews; Parent Child Relationship; Partnerships in Education; Family School Relationship; Early Childhood Education; Elementary School Teachers; Principals; School Personnel; Observation; Australia + Suchen Sie Ihr Suchwort? Schulleistung; Ausland; Ballungsraum; Romanische Sprache; Mutterliebe; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Case study; Fallstudie; Case Study; Interviewing; Interviewtechnik; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Hochschulpartnerschaft; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Principal; Schulleiter; Schulpersonal; Beobachtung; Australien
Abstract	This article reports on the perspectives of mothers and educators in relation to the engagement of mothers in their children's learning as children living in complex circumstances made the transition to school. For the purposes of this study, family engagement related to engaging with children's learning, which may not necessarily equate to engagement with the school. The study investigated ways in which mothers engaged with their children's learning as they made the transition to school and the perspective of educators in relation to this engagement. It was conducted in four communities characterised by complexity and diversity, in the metropolitan area of the capital city in a southern Australian state. Participating mothers and educators were interviewed individually. Data were analysed using a constructivist grounded theory approach to enable a focus on the lived experiences of individuals in the contexts of their circumstances. The resultant analysis, in relation to the engagement of mothers with their children's learning, identified differences in the perspectives of mothers and educators. Mothers reported a range of ways in which they engaged with their children's learning, the types of learning they valued and their role in that learning. Educators, generally, viewed family members as being deficient in the knowledge and skills to support their children's learning, requiring specific instruction from educators. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01