To Separate or Not to Separate? Parental Decision-Making regarding the Separation of Twins in the Early Years of Schooling

Autor/inn/en	Staton, Sally; Thorpe, Karen; Thompson, Catherine; Danby, Susan
Titel	To Separate or Not to Separate? Parental Decision-Making regarding the Separation of Twins in the Early Years of Schooling
Quelle	In: Journal of Early Childhood Research, 10 (2012) 2, S.196-208 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1476-718X
DOI	10.1177/1476718X11430076
Schlagwörter	Twins; Placement; Family Attitudes; Academic Achievement; Identification; Parents; Foreign Countries; Educational Policy; Decision Making; Educational Practices; Early Childhood Education; Parent Teacher Cooperation; Risk; Children; Statistical Significance; Teachers; Australia + Suchen Sie Ihr Suchwort? Twin; Zwilling; Betriebspraktikum; Praktikum; Schulleistung; Identifikation; Identifizierung; Eltern; Ausland; Politics of education; Bildungspolitik; Decision-making; Entscheidungsfindung; Bildungspraxis; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Risiko; Child; Kind; Kinder; Lehrer; Lehrerin; Lehrende; Australien
Abstract	In recent times concerns about possible adverse effects of early separation and advocacy for individual rights have resulted in a movement away from organizational level policies about the separation of twin children as they enter school. Instead, individualized approaches that focus on the twin children's characteristics and family perspectives have been proposed. This study, conducted in Australia where all but a few families had choice about the class placement of their twin children, questioned parents (N = 156) about their placement decisions. Results indicated that most parents opted for placement together in the early years of schooling. The choice to separate twins at school entry was associated with parent identification of risk in the twin relationship, while being kept together was associated with parent identification of absence of such risk. The findings are discussed in light of the current evidence against separation, and suggest that parent choices regarding the separation of twin children in the early years are informative to educational policy and practice. (Contains 1 figure and 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10